George Mason University welcomes you to learn more about the degree you’re considering. Our esteemed faculty members offer unique insights to their program and answer the most popular questions in a Virtual Open House made available to watch today.

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Master of Business Administration

Master of Business Administration (MBA)

Dr. Ioannis (Yannis) Bellos

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Dr. Ioannis (Yannis) Bellos is an Associate Professor in the Information Systems and Operations Management area at the School of Business, George Mason University. His research interests are found at the intersection of sustainable and service operations with an emphasis on innovative business models. His primary focus has been on service-based business models shaping what is known as the sharing and access economy. The novelty of these business models lies in the fact that customer value is linked primarily to the product “use” rather than the product. He also studies the emerging practice of service design as a managerial discipline. Prof.Bellos’ work has appeared in book chapters and leading journals, including Management Science, Manufacturing and Service Operations Management, and Production and Operations Management. Read his full biography here.

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MS in Data Analytics Engineering

MS in Data Analytics Engineering

Bernard Schmidt

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Bernard Schmidt is an Instructor at George Mason University’s Volgenau School of Engineering, MS Data Analytics Engineering Program. He is also the Assistant Director of the MS Data Analytics Engineering Program. He joined Mason’s VSE Faculty in the Fall of 2020 from Northern Virginia Community College where he served as a professor of Information Technology as well as an Assistant Dean for Information Technology and Computer Science at the NVCC Manassas campus.

Schmidt was involved with computing and the computing industry for over 35 years prior to joining academia. His early career involved computer operations and programming of IBM mainframes, which then led to researching computer image processing algorithms for multi-sensor aided target recognition at the Army’s Night Vision Lab. He has subsequently held progressive technology and management positions at a variety of organizations in Northern Virginia including Oracle Complex Systems, Cordant, IBM, ORBCOMM, Sprint, Battelle, and Prison Fellowship Ministries. Read his full biography here.

Watch the Virtual Q&A with Isaac Gang, Associate Professor for the MS in Data Analytics Engineering program.

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MS Applied Information Technology

MS Applied Information Technology

Dr. Ioulia Rytikova

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Dr. Ioulia Rytikova is an Associate Professor and an Associate Chair for Graduate Studies in the Department of Information Sciences and Technology. She received a B.S./M.S. degree in Automated Control Systems Engineering and Information Processing and her Ph.D. in Automated Control Systems from National University of Science and Technology. Dr. Rytikova designed and developed multiple interdisciplinary programs, concentrations, and courses in the emerging areas of data sciences and big data analytics, computer and information technologies, health information technologies, and statistical analysis. Read her full biography here.

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Masters in Economics

Masters in Economics

Christopher Coyne

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Christopher Coyne is Professor of Economics at George Mason University and the Associate Director of the F. A. Hayek Program for Advanced Study in Philosophy, Politics, and Economics at the Mercatus Center. He is the Co-Editor of The Review of Austrian Economics, The Independent Review, and Advances in Austrian Economics. He also serves as the Book Review Editor for Public Choice. In 2008, Coyne was named the Hayek Visiting Fellow at the London School of Economics, and in 2010 he was a Visiting Scholar at the Social Philosophy & Policy Center at Bowling Green State University. Read his full biography here.

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MS in Health Informatics and Graduate Certificate

MS in Health Informatics and Graduate Certificate

Dr. Green-Lawson

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Dr. Zakevia D. Green-Lawson is the program coordinator for the online Master of Science in Health Informatics program in the College of Health and Human Services (CHHS) within the Department of Health Administration and Policy (HAP). Green-Lawson’s research interests are health information exchange (HIE), interoperability, electronic health records (EHRs), cultural competency, global informatics, health informatics and information-management curriculum development and redesign, online learning, and andragogy within health informatics and information management. Green-Lawson’s research has been published in the Journal of American Health Information Management Association, the Journal for Nurse Practitioners, and the Maryland Nurse News and Journal. Green-Lawson’s teaching responsibilities include the Introduction to Health Informatics, Health Data: Vocabulary and Standards, and Consumer Health Informatics. Read her full biography here.

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MS in Learning Design and Technology

MS in Learning Design and Technology

Dr. Nada Dabbagh

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Nada Dabbagh is Professor and Director of the Division of Learning Technologies in the College of Education and Human Development at George Mason University. She holds a Ph.D. in Instructional Systems Design from The Pennsylvania State University and a Masters of Science in Math Methodology and Operations Research from Columbia University. Dr. Dabbagh teaches graduate courses in instructional design, e-learning pedagogy, and cognition and technology in the Learning Design and Technology (LDT) and the Learning Technologies Design Research (LTDR) programs. In 2003, Dr. Dabbagh received the George Mason University Teaching Excellence award, Mason’s highest recognition for faculty members who demonstrate exceptional skill in and commitment to their teaching and learning practice. Read her full biography here.

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Master of Science in Nursing: Family Nurse Practitioner (FNP)

Master of Science in Nursing: Family Nurse Practitioner (FNP)

Cheryl Oetjen

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Dr. Oetjen is an Associate Professor for the MSN & DNP programs in the School of Nursing. Oetjen’s educational interests include nursing leadership, advancing the role of nurses in health care, and quality care of children and adolescents. She is an expert on pediatric care — most of her career has been focused on improving quality care and removing barriers to access for vulnerable and uninsured children. During her doctorate program, her capstone project focused on the quality care of children with asthma. Read her full biography here.

Watch the Virtual Q&A with Cheryl Oetjen, Associate Professor in the School of Nursing for the MSN program. Play Now >

Master of Professional Studies in Applied Industrial and Organizational Psychology

Master of Professional Studies in Applied Industrial and Organizational Psychology

Dr. Afra Ahmad

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Dr. Afra Saeed Ahmad is the program director of the online Master’s of Professional Studies in Applied Industrial and Organizational Psychology. She received her BA in Psychology (2008), MA (2008) and PhD (2016) in Industrial and Organizational Psychology right here at George Mason University! Afra worked as an assistant professor of management at Zayed University in Dubai for three years before returning home to Mason. Read her full biography here.

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Master of Social Work

Master of Social Work

Dr. Daphne King

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Dr. Daphne King is an Assistant Professor and MSW Online Program Coordinator in the Social Work Department/College of Health and Human Service. King’s research interests are self-esteem issues in teens and adolescents, mental health concerns and treatment modalities for women of color, specifically African-American women, and the impact engagement in Christianity or spiritual practices have on self-esteem. King is an expert in treating teens and adolescents with self-esteem issues and depression and has facilitated numerous clinical and psychoeducational groups on self-esteem issues for teens. Before coming to Mason, King was an adjunct professor at Indiana Wesleyan University and a school social worker with Loudoun County Public Schools. Read her full biography here.

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Master of Education in Special Education and Graduate Certificates

Master of Education in Special Education and Graduate Certificates

Dr. Jodi M. Duke

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Dr. Duke is an Associate Professor in the Division of Special Education and Disability Research. She is also the Academic Program Coordinator of the Autism Spectrum Disorders Graduate Program.

Dr. Duke received a B.S. in Elementary Education from University of Michigan, a M.S. in Special Education from Johns Hopkins University, and an Ed.D. in Special Education from Johns Hopkins University. Her research focuses on postsecondary transition and college supports for individuals with Autism Spectrum Disorder and other disabilities. Read her full biography here.

Watch the Virtual Q&A with Dr. Jodi M. Duke, Associate Professor and Academic Program Coordinator, Special Education: Autism; and Dr. Christine Barthold, Associate Professor and Academic Program Coordinator, Special Education: Applied Behavior Analysis.

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TESOL (MEd Concentration in Curriculum and Instruction)

TESOL (MEd Concentration in Curriculum and Instruction)

Dr. Kathleen A. Ramos

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Dr. Kathleen A. Ramos is an Associate Professor in the College of Education and Human Development, School of Education. She is also the Co-Academic Program Coordinator for the Teaching Culturally, Linguistically Diverse and Exceptional Learners (TCLDEL) graduate program. She is an experienced educator who has been working closely with culturally and linguistically diverse learners and their families since 1992. Dr. Ramos earned a PhD in Language, Literacy, and Culture from the University of Pittsburgh in 2012 and also holds an M.A. in Foreign Language Teaching earned at Pitt. She began her work as a teacher educator in Pennsylvania. Dr. Ramos joined the faculty of Mason’s TCLDEL graduate program in August 2016. As a teacher educator, she is dedicated to supporting preservice and in-service teachers locally, nationally, and globally to strengthen their capacity to serve culturally and linguistically diverse students and their families with excellence and equity. Read her full biography here.

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MHA Health Systems Management

MHA Health Systems Management

Dr. Brenda Helen Sheingold

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Dr. Brenda Helen Sheingold is the Director for the Master of Healthcare Administration at the Department of Health Administration and Policy. She was awarded a dual-titled PhD from George Mason University in Public Policy and Nursing, a master’s degree from the Johns Hopkins Carey School of Business, where she also earned a Graduate Certificate in Women’s Leadership and Change Management. Her research to identify and measure social capital in the healthcare workforce has been replicated by scholars globally and recognized by the Royal College of Nursing. She was founding faculty for George Washington University’s School of Nursing where she served as the Director of the Healthcare Quality Master’s and Doctoral programs. Read her full biography here.

Watch the Virtual Q&A with Maria Uriyo, Assistant Professor and MHA Online Coordinator.

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MS Computer Science

MS Computer Science

Dr. Robert Pettit

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Dr. Robert Pettit is the Program Director and Professor of Practice for the online Master of Science in Computer Science. Additionally, he serves as the Director of New Graduate Programs, where he is responsible for coordinating efforts associated with the new online offerings as well as the advancement of our Bachelor’s-Accelerated-Master’s (BAM) program and retention across the M.S. CS and SWE programs. Pettit’s research and practical interests include real-time embedded software; software modeling and design; model-based engineering; software performance analysis; and mission assurance for critical software systems. Read his full biography here.

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Master of Business Administration Transcript

George Mason Online Admissions: alrighty. So good evening, everybody, and welcome to the open uh virtual house. Um, thank you for joining us uh we’re very excited to get started. My name is Miriam and I’m. An admissions representative for the George Mason University for the Online Mba program.

George Mason Online Admissions: Um. I’m here as a resource to give you any information, answer questions, and walk through the admissions process. Should you choose to open an application

George Mason Online Admissions: and let’s move over

George Mason Online Admissions: alright, so just some quick um instructions on how to participate. You’ll see that you can write in the Q. A. Box here any questions that you may have about the program for

George Mason Online Admissions: um any of the presenters today. Um, You can also raise your hand, and you can also be prompted to speak that way. If you do um have a question

George Mason Online Admissions: alrighty, and

George Mason Online Admissions: just to meet one of our presenters. That’s Dr. Yannis Bao’s.

George Mason Online Admissions: He is an associate professor and Dean scholarship scholar for the information systems and operations management at George Mason University, and i’ll let him introduce more of himself.

Yannis Bellos: I will, I I will talk about myself soon. I would like Modesta to do a quick uh. I see our guest star tonight, so I would like what this is to do, and to give a brief introduction of yourself. Sure, Sure,

George Mason Online Admissions: all Righty, and our guest speaker is Modesta.

George Mason Online Admissions: How do you pronounce your last name, Mohiga, and go ahead and introduce yourself?

Modesta Mahiga: Thank you so very much, Mary, and thank you so much. Yes, as well. I am so excited to do this. Uh! When, when when asked, do this, I said, i’m gonna talk about how I am drinking the proverbial Mba uh uh, through a host.

Modesta Mahiga: So my background is legal. Uh, But about almost twenty years ago I went into management consulting, and have since also included executive coaching. My program.

Modesta Mahiga: And the reason i’m here today and able to share with you is because in my businesses. I realize that all things,

Modesta Mahiga: finance and analytics were a challenge for me to the point where I had three accounts and running circles around me, and that uh became an issue, but also as a management consultant. Um!

Modesta Mahiga: When a client speaks to you, they don’t just stop at the area that they’ve engaged before. So I realize I really need to um widen my breath uh past human capital, organizational development, leadership development. Um, and do the Mba. So this is my background. This is why I am here and looking forward to sharing my experience. Um

Modesta Mahiga: doing the George Mason University School of Business online. Mba:

Modesta Mahiga: Thank you.

Yannis Bellos: Thank you, ma’am, and thank you, Modesta. Um! I’d like to introduce myself. Now my name is my name is Janis Bellos. I’m. I’m. An associate professor of information systems and operations management

Yannis Bellos: uh the zoom use school of business. And I’m also the Mba program director. But I have to admit that my favorite hat is that of uh, the Mba faculty, someone who has been interacting with and teaching Mba students

Yannis Bellos: for the past several years in a variety of formats, whether it’s space to face hybrid or online.

Yannis Bellos: So I do look forward to setting my perspective with everyone today. Um, i’m also thrilled to be in the company of modes. I think it’s pick volumes when current or past. You. Then take the time to talk about uh to talk about the program.

Yannis Bellos: Uh: okay, So uh, let’s talk about, mentioned Mba. Let’s move to the next slide,

Yannis Bellos: and I mean the high level of review of our program is that first of All our program comp comprises forty-eight credits. Uh, that is, ten core courses, five elected courses and one global requirement which students can uh meet by choosing between an international Residency, and or a more traditional course with an international emphasis.

Yannis Bellos: As you may already know. Uh, we offer two separate delivery four months. One is face to face with evening classes taking place on our Fairfax and Arlington campuses in Northern Virginia, and the other one is uh fully online. Now, in this session this evening we focus on our online program,

Yannis Bellos: but both programs are equivalent in terms, of course, content.

Yannis Bellos: A distinctive uh characteristic of our program is that although this is an asynchronous um online program, we we do keep the class sizes below thirty students, and this is not the norm with on online programs in general.

Yannis Bellos: The reason that we do that is, we want to facilitate uh interpersonal connections between the instructor and in general amongst uh students.

Yannis Bellos: Uh, I should not. I should not forget to brag about that. Both are online uh and face to face. Nba. Programs are in the top one hundred programs.

Yannis Bellos: Most recently the Us. News and World reports ranked us as Number Seventeen in the best online business analytics, Nba programs. We will talk more about the business analytics, offering in more detail. Um, shortly.

Yannis Bellos: Uh the George mentioned that George mentioned school of business is one of only one hundred, I think, and twenty-nine uh schools in the world with both business and accounting programs fully accredited by the A. Csb.

Yannis Bellos: Uh. On the admission side. Our Mba program is test optional. Um, However, if you would like to submit a test score with your application, we invite you to uh, to do so.

Yannis Bellos: Uh students. We enroll in our program, take courses from faculty members who do cutting as the research in their domains. They are known and well respected in their fields, and they are frequently quoted in the business and popular press. Our faculty specialize in three broad areas

Yannis Bellos: ensuring global global futures, digital transformation of work and entrepreneurship and innovation. Um, Any some interesting statistics about our faculty. More than forty percent of them come from international origins, and nearly half of the faculty speaks more than one uh language

Yannis Bellos: uh the next slide uh captures a snapshot of our Mba student population. Uh the next. The next slide captures a snapshot of our Mba student population. Uh, the average eight of our students, is thirty, three years old, with an average work experience of nine years.

Yannis Bellos: Uh, the split between May versus female students is around fifty-seven forty-three uh, but given the trends that we have seen, uh, we expect this to get closer to fifty fifty within the next few uh admission cycles

Yannis Bellos: uh our students have major in a diversity of field such as psychology, low uh English communication, engineering, and so on. Uh, this is to emphasize that. Uh, you do not need prior training in business to do an Mba

Yannis Bellos: uh the top three reasons for which our students decide to do. An Mba. Our career advancement uh the opportunity for professional development and the desire to change careers uh or industries.

Yannis Bellos: Uh, as you can see in the next slide.

Yannis Bellos: The average salary at graduation is in the six six um. And speaking of graduation in the graduating class of two thousand and twenty-one, ninety-four of our students were employed at the graduation with ninety-four of them in a position related to their career. Goals

Yannis Bellos: uh the most popular industries for our graduates are consulting government and government contracting and financial uh services. Our alumni have strong presence uh in companies, such as Booz, Allen, Boeing, and nestle north rope, several and several uh government agencies two hundred,

Yannis Bellos: and they take up on the role such as diverse as business operations, at least financial monitor

Yannis Bellos: up to project, manager and serial monitor for um Government Government compliance

Yannis Bellos: uh, in the next slide

Yannis Bellos: you can see a snapshot of our curriculum

Yannis Bellos: um In addition to our core courses you can, which you can see on the left side. Um! Which those core courses aim to enable um students to gain a holistic understanding of business. We offer several electives through which students can further improve both their souls

Yannis Bellos: and quantitative skills.

Yannis Bellos: Uh, we’re providing more information about one of our offerings. Uh, specifically the the certificate in our in business analytics This is a twelve credit certificate that requires four courses, data mining for um business analytics, and three more elective courses.

Yannis Bellos: I should emphasize here that students can pursue this certificate as part of the Mba program or as a standalone option without having being admitted to the program. They can use a certificate as a pathway to the Mba program or not.

Yannis Bellos: That is, if you join the Mba program, you can use a certificate credits towards the forty-eight uh credits that I mentioned earlier.

Yannis Bellos: Um! And again I I want to. I mean, I should not forget to talk about uh that. Our program was recently run to uh Number Seventeen in for best online business analytics. Mba: Uh Mba programs.

Yannis Bellos: Uh: in the next slide

Yannis Bellos: you can see uh, one of the highlights of our program uh this in this light you can see some of the places that are Nba students, and those are real pictures. Those are not, uh, uh, those are not so images from later, that these are real pictures from students and faculty who have travel uh, who traveled recently in the specifically you can see, uh, some of the places that the Rambi students have visited through global residents in the past two hundred and fifty.

Yannis Bellos: Our students uh spend a week abroad visiting and studying companies in a foreign country and participating visiting companies and participating in cultural activities. Last summer our students visited Uh Dubai

Yannis Bellos: Uh. Now, in terms of uh course, expectations. Students will expect to learn a load, and clearly from these pictures have fun. Uh no two courses are the same. Our instructors bring their own unique approaches one hundred and fifty

Yannis Bellos: Um uh approaches and teaching philosophies. But overall our courses are interactive, and the instructors facilitate uh active learning through pre-recorded video lectures optional live sessions, handsome activity, such as simulations, group projects uh Andrea live case studies

Yannis Bellos: in terms of workload uh the expected time per week is six to eight hours per course. But this also depends on prior education and professional background. We have prepared a video on the next slide, one, two,

Yannis Bellos: which will offer you an overview of our courses, and how we deliver content to our students. Welcome to the George Mason University Online Mba program. You’ve taken the first steps in beginning your graduate degree, and we’re excited to support you through this journey. Like many students, you might have some questions about what it’s like to take classes online. So we’ve put together this video to show you what it’s like to be an online student. Let’s start with a quick tour of blackboard. All of your important information can be found by using the navigation on the left-hand side of your screen. Here you’ll find a link to course, announcements your core syllabus assignments in the library at George Mason. We believe strongly in providing you with opportunities to test your knowledge and receive feedback in real time. The only difference is that we will also add, today’s costs, faculty, have curated and created custom, videos and tutorials to provide you the opportunity to gain a deeper understanding of the content, and build a broad network of peers, who will enhance your perspectives and challenge your thinking through rich discussions and a variety of group work. Remember your student Success Coach will be here to support you every step of the way, because at Georgianism University student success is our number One goal.

Yannis Bellos: I will also we can move to the next slide. One thing that I would like to add is that our students have a diverse

Yannis Bellos: uh academic and work experience background. But no matter what your background is, the Mba team faculty staff, your students access codes are here to work with you and keep in mind that in my experience commitment is the greatest predictor of students success.

Yannis Bellos: One less thing that I would like to emphasize before I open the floor for questions. Uh, and I I. I also invite modes to uh provide some thoughts about your experience in the program. I want to emphasize that students who join our program are not just part of the Mason Mba program or the school of business. Uh: they are part of the broader Gm: you ecosystem. So during your decision making process. I will encourage you to also look at the many resources, for example, our values, industry uh centers

Yannis Bellos: mit ctl. And, like the center for government contracting the center for retail transformation, the business for better of all the center of innovation entrepreneurship. That’s just to mention a few that uh Gm: You can provide you access to and connect you two hundred and fifty

Yannis Bellos: uh. So in terms of uh steps next steps, some have an operations person. Now, my process, Oriented person. So I have to include this slide. Um, If this is how the admission process uh uh works. You go, you collect your transcripts, you prepare your um, your resume your goal statement. We ask you to um to provide two letters of professional letters of recommendation, and the minimum requirement is two years of full time for a professional uh professional

Yannis Bellos: uh employment, and if you are interested to um to apply um there’s no better time than now. Uh, If you can move to the next slide

Yannis Bellos: you can find the contact information and the the link here.

Yannis Bellos: So that’s that’s all. From my end. Uh, I will, I would be happy to answer any questions or modesa. Is there any? Are there any thoughts or your experience that you would like to share?

Modesta Mahiga: Uh, Thank you. Thank you so very much. Um, for sharing this again. And and I was I was smiling through your presentation. Uh because it really is not selling. Not that i’m here, maybe at the beginning, you know, like Oh, is it really? But uh, it really is a phenomenal program, and I love what you said at the end that it it’s about commitment. Your commitment will be a determinant of how well uh you do on the program. Um! So

Modesta Mahiga: I was anticipating the kind of questions that may come up.

Modesta Mahiga: Um! And of course, uh, Mary, if you can guide me as well in the chat, if there any specific questions on what it takes to succeed. Then you know that’s the question, because to get to this point is, you’re interested, and and and you’d like to know How is this gonna fit? Especially if you’re a mid career professional. And and you’ve got other. You know you’ve got work. You’ve you’ve got family, and I shared a a couple of um

Modesta Mahiga: quick points, and i’ll try to see this in in three minutes. So So uh, and this is what I think it takes to succeed like from the inside out. Remember your why. I remember when when I attended the the virtual open house. The J gentleman then was on the program in the second year, saying it was Andrew, I think.

Modesta Mahiga: And then Andrew said, You know, so he tells us what he thinks it takes to succeed what our expectations could be. And then he says: But at the end of the day, remember you signed up for this,

Modesta Mahiga: and that really hit me like you know. Um, yes, it will get hard. You signed up for a hard thing, and it will. You know it. It will come in the middle of other, maybe deadlines at work, or whatever commitments at home. But you signed up for this. So remember why you signed up for this. Why did it matter that you wanted to do this? And that’ll keep you anchored, and something else being a very performance oriented person, I like taking boxes. I want to know that this year meant something, and I started looking for what else I could do in this year

Modesta Mahiga: uh to really, you know make twenty-two worthwhile, and I wanted to up my next Icf executive coaching, certification. And I said no What does you doing? The Mba? That’s what you do this year. So this year and next year this season This is what you’re doing, and that means then you’re going to Orient and submit everything else to that

Modesta Mahiga: which means my second point, that you have to get a support system around you. So colleagues and and family and friends. Uh, you will still participate in other things, but now they’re going to be around this. It’s not a disruption. This is

Modesta Mahiga: possibly going to be one of the greatest foundations for your next level. One of one of the questions that I had to think about is, what how would I describe this program? In one word I was gonna say intense, and I thought that would, you know, scare whoever is here. So instead, I I I said, level up it’s not one word I know, but this is what this means to me. Um, i’m already mid career, which means

Modesta Mahiga: i’m not trying to prove anything. I’m not entry level right? I I mean i’m i’m beyond mid mid career. But but even as a senior management, professional even as a season person, I mean almost twenty years experience their their levels. Um,

Modesta Mahiga: that I I am unable to deliver without such a um a a strong structure program, and and and so level up would be the would be the way I describe this program, so make the time um read through the syllabus a little story.

Modesta Mahiga: Uh I got an F in my midterm for financial accounting.

Modesta Mahiga: Um I had committed the year before to take to to take kids to a camp, went to count with the little children. I’m with them twenty, four, seven their elementary school kids,

Modesta Mahiga: and came back and was on. Well, I did that exam, anyway, and I got an F. And I’ve learned to embrace, and i’d recommend this. If you’re going to get on the program, learn to embrace that. Oh, well, mentality. So I saw that if and if means you’re out, and I said, Oh, well,

Modesta Mahiga: it’s getting serious, and I did something about that. So I told my husband I wouldn’t have to rearrange things, told my kids. You may not see my me as much.

Modesta Mahiga: They didn’t. They couldn’t see me as much already, but even more so, and I got my mother in law to help me for three sessions tutoring because She’s a Cpa and a lecturer, and I go to B minus. That was the most celebrated B minus of my life. I’m. An a great student. I was so happy I could have kissed the Professor if I could see her so

Modesta Mahiga: um get to know why you want to do this, And then for this season, while you’re doing this program center things, you’re putting reminders you’re asking for help from people when you get to celebrate, make sure you celebrate with the other people with supporting you. So they don’t feel like your life changes. Now I drag on their life, change, and just push through and and and set the foundation for your next level. Um! It will really make a difference to your experience. So just wanted to share that.

Yannis Bellos: And and I’m. I’m. Happy to answer. This is something that we hear from our students a lot um uh a support system is very important. The support support support system is very important is when you decide to do it, and A and the Nba program very go to the Nba program, and we take pride on the fact that this is a recursive Mba program.

Yannis Bellos: Uh, and let me say a secret. Um!

Yannis Bellos: When I started my Phd. Uh Georgia Tech. One of the first courses that I took was micro economics, so got it. Get guess what grade that got in my meter. I mean my first meet them.

Yannis Bellos: I I I I got. I got my Phd right because it got really got uh, yeah, because one of my first courses, my first meter. Um: Yeah. So I can relate to that experience.

Yannis Bellos: So I I i’m happy to answer any any, any specific questions. Um,

Yannis Bellos: I I did see a question about um laptop requirements. I did. I did include the the link to the school of business policy regarding laptops. Um,

Yannis Bellos: Now, in general, um as a muck users, especially users of all their mock devices. Um, they may face a problem when they take a specific course, which is project management because the project management. Um, because the project management calls um

Yannis Bellos: uses a specific type of Microsoft software. This that’s very popular in practice. And

Yannis Bellos: um to do that through a mark, you have to install some additional software and so on. So forth. I mean, if you have a more recent mark there. Um! There are workarounds that work perfectly fine. It’s as if you have a know their mark. That may be an issue.

George Mason Online Admissions: So i’m not seeing any questions coming in. Does anyone have any questions for our two presenters today.

Yannis Bellos: Anything that comes to mind we are here to provide answers there. Yeah,

Yannis Bellos: there are no such thing as simple, or you know

Yannis Bellos: simple questions or silly questions, feel free to ask anything that comes to mind

Yannis Bellos: Mondays. Let me ask you this: What do you feel about the fact that this is an asynchronous program. Does this mean that you have to teach yourself a lot?

Modesta Mahiga: No, and I I thank you for that because I wondered as well. Um, you have

Modesta Mahiga: the Pre. By the way, those those are brilliant. I don’t know how they need the time, but the lecturers they they

Modesta Mahiga: they take the content and really simplify it in video. So it’s as if they’re with you uh live um in this video lectures. They take notes, So you’ll have course uh text work, but they’d also um, you know, summarize those in in in lecture notes. By the way,

Modesta Mahiga: if there’s an emphasis on doing the lecture notes, do the lecture notes and stop reading that textbook. That’s just me. Don’t. Just try to get through the textbook because you’ll be late and get through the tech, the lecture notes and the specific areas you need for the assignment for that week. Um! And then you have resources. So there’s it could be harvest, business, review, and and and and other articles. There’s Youtube videos that may be recommended um for marketing strategy. There was a simulation

Modesta Mahiga: um uh that we we signed up for. Uh, there, there’s the hours that you actually have the office hours that both uh your professor and for instance, for business, that right now we have a tutor that also holds business hours. Um! When you do group work, or if you’ve connected with others already, you’re able to ask colleagues. So either you have a chat group

Modesta Mahiga: or email Um, it really you You’re not alone in this and you’re not teaching yourself. They’re they’re all kinds of uh creative ways for getting information to you and for you, uh, to check in your success. Coach is going to be in your messages and in your email, and and I would advise you to flag up anything at all. Uh, just yeah, It’s just said right. Now there’s nothing silly. There’s nothing elementary. Um,

Yannis Bellos: just as as soon as something of concern comes to you, because a week moves so fast just that second, it bothers you. Just put it out there. So you get it responded to that. That has always been my advice to students uh the best thing to do in this program, given the fact that it’s. It’s module. It’s eight weeks Right? Uh pace yourself

Yannis Bellos: every day every week, right uh pace yourself and go through the materials that it’s been posted online. There’s so much thought and structure that’s been put uh for the materials i’m using different instructions. Bring in different approaches. Let’s say my videos have created my own avatar, and they are full of animation as I go through the uh, the math, and so on and so forth.

Yannis Bellos: Um, that’s a very good point, and some of that um something that I would like also to to not is that many, for online students are actually located in the Northern Virginia. Uh. So we are aware of that. And every time that we organize an event for our face to face program we do invite the online students who know we. We know that they are local to join, and many of them come, and they join our face to face events, to um to network. So there is also that

George Mason Online Admissions: any last minute Questions: Okay,

George Mason Online Admissions: All right. Well, um did uh you Honest, Did you want to close out? Did you want me to close

Yannis Bellos: um, I mean once some, you know, departing thoughts. Um when in doubt it out. Um, we are one of the things that we’re proud of. We take pride in here at Gmail is how outside, flexible and responsive we are. Um!

Yannis Bellos: You will be surprised by the fact that I mean, if you commit. If you, If you show up um, Even in the an online program, the instructor will get to know you on your first name basis.

Yannis Bellos: Um. So we do take pride in that. Uh, about how accessible we make ourselves. So in in my course is I open up my calendar every time that I teach

Yannis Bellos: uh, whether it’s face to face, or even, or or or online, or I make my calendar available, so students can access and uh make an appointment with me without even having to email me. Um. So this is the mentality. This is a mindset. This is a philosophy. We are here to um provide access to excellence.

Yannis Bellos: And uh, on one of my most, my favorite part of my jobs is that I do get to interact with uh Nba students and learn from all of you. So I I look forward to keep learning, and if I can help you

Yannis Bellos: um feel always. I feel like we speak to it so directly.

George Mason Online Admissions: Well, thank you so much, Jonas. Thank you so much. Modesta. Um! Once again any any any questions. Please reach out um to me or to you, honest, and we will get that help to you. Um! Thank you so much for attending our virtual open house tonight, and

George Mason Online Admissions: have a good rest of your evening.

MS in Data Analytics Engineering Transcript

George Mason Online Admissions: again. Good evening, everyone. My name is Susan and I’m. An online admissions rep for George Mason. And we’re here tonight for the online virtual open house for the masters of data analytics of engineering, and also the graduate certificate of data analytics of engineering, and

George Mason Online Admissions: I’m here to answer any questions you have or may have regarding the application process. I’m also joined here today with Dr. Gang, who is a data analytics Professor, and he is here today to tell us all about the program.

George Mason Online Admissions: So without further ado, Dr. Gang, if You’d like to discuss the evening’s agenda, and i’ll go ahead and forward the slide for you.

Isaac Gang: Absolutely, Susan. Thank you so much. Um. Our students or prospective students. I want to welcome all of you Uh, Susan and I are very excited about this opportunity to talk to you. Um! Allow you to learn about our program, and then also give you the opportunity to ask questions about our program,

Isaac Gang: and ultimately, uh, hopefully to see here again. So these are the I can item that we’re gonna be looking at. Uh. Most of the conversation will depend on how much you want to learn from us. Uh the you know the topic is is very

Isaac Gang: limited in nature. We just want to give you a list of things. Why did we create this this program? Um, driving forces? Uh, why would you choose uh data analytics, engineering,

Isaac Gang: uh curriculum details? And then we’ll talk a little bit about the online classrooms? Uh, most of the question about admissions will be answered by Susan. She is a seasoned uh a representative uh about program. Uh from Mason.

Isaac Gang: Um. You know all the question that I will not be able to. Well, you know I will not answer any question about that. That means I don’t know much about that. I will forward those to our uh, Susan, if you can go to the next slide, please, i’ll um, you know. Just talk a little bit about

Isaac Gang: um, another program.

Isaac Gang: So this are basically how it’s keeping rules. Um, If you want to say something, you’re you’re uh sent to the chat uh Susan and I will read it. Uh we’ll try if it’s. You know It’s a question. We try to answer it. Uh, if you want to stop me while i’m speaking. You know we just come through the fine. We don’t want this to be a monologue. We want you guys to participate in it. So, as I was thinking, something comes to mind in case you don’t want to forget it, you can raise your hand right away,

Isaac Gang: and i’ll come in and try to answer that. Uh, you know the instruction for doing that are given here as well, you know, if you’re not familiar with that process. Um, you know you can read, you can, you know. Read a little bit about about how to do it here.

Isaac Gang: Uh, the last part of this is going to be questions. Uh, you know, we understand that the program is very, very attractive to a lot of people. Um, you know, at home as well as abroad, and and sometimes, you know, you may not have all the answers just by go to our website or online. And yeah, And even when you do, you really want to hear from a person, and that’s the reason why we both here. Uh, if you can go to the next slide, Susan. That’ll be great.

Isaac Gang: You can skip. That. That’s too My, that’s all about. None of you guys are to scheme already. That’s enough. All right, this is, uh, but you know I can talk about, but not all day he’s a program director.

Isaac Gang: Um! He was actually going to join us today, but he had a conflict. Um! He’s he’s acting now uh in place of our director, who has taken a brief

Isaac Gang: uh leave of absence. Uh you would be joining us uh, probably next semester or a year Uh, that’s Dr. Jamboldo. Uh, but uh, you know, it’s now uh our acting director and um a a very uh close person to the program, because, interestingly enough,

George Mason Online Admissions: he’s a graduate of our program. Uh: So this just goes to show you that people want to come back to us. Uh, because they like to help the next generation of analysts and engineers, so we can move away from Bernard. Uh, Susan, we can go to now, don’t you? Do you not want to tell a little bit about yourself.

Isaac Gang: I I I can I I can I You know I thought being it was enough. Uh, but it is still not interested in boarding them. I just I just uh well, you know, the the most important thing to take away from here is that um, You know I am a uh computational

Isaac Gang: uh and data scientists. Uh: my background really is computational signs. Uh: with the good amount of research and teaching and big data and data analytics, our program, as you would see when I talk about it a little bit soon, Is it multi disciplinary? And the way we envision the program is that we would have people uh that would bring a mix of expertise to the table. Uh, these would allow our students to learn different perspectives, and most importantly, uh take different perspective to the industry when they graduate

Isaac Gang: from our program. So um, my my research is is on data analytics with emphasis on data bias, um and an algorithm by

Isaac Gang: Um, I have previously done um research in in image processing and also cyber security with emphasis on this iconography, uh, which is basically a process of uh

Isaac Gang: um sending a secret um message using images right? Something very interesting for those that want to pursue. Um independent research.

Isaac Gang: Uh, I do this a lot with, you know, with our students. Sometime you need a class, or you need one hour here and there, and you need something to uh to take um, we would make our self available. You do this responsibilities which to me and i’m very excited to do it. I don’t mind doing it, you know, doing doing an independent a class is doesn’t count to what your load

Isaac Gang: uh. So you would, you know, when you reach out to someone instance, and they are not able to do it. Don’t think that they are just against you, you know you succeeding, or or want to help you. Uh, you know they just uh basically um, you know, have a lot on their plate, and maybe the time is not correct or not right for them

Isaac Gang: uh to provide you the service. So in a you know, in in short, about myself. Uh, once you come to our program. Um, I would be that guy that will give you um independent data research.

Isaac Gang: Um, I think it’s one our one our class, and you know most of the what you do by yourself. But you come, you come to me for evaluation, maybe some recommendations about how to improve it, and then at the you know the semester, you make a good presentation uh to to the college. Um, you know this has been fun so far. So

Isaac Gang: uh, those are just a few things about me. I came from Texas A. And M. Uh two years ago. I’ve been at Mason for two years now. Uh, I mean join the with Well, you know I enjoy Mason, but I don’t enjoy the weather. Uh. So you know, you know, Susan and I are originally from the south. I’m. From Mississippi here or region from Florida. So

Isaac Gang: uh, you know, we like it hard. We like sun, you know. So so being in these areas, it’s pretty uh you know It’s pretty uh uh difficult for us kind of a country, so that you will. But anyways, I hope that’s sufficient for me if you need more uh about is a gang. Please

Isaac Gang: uh go to our uh uh online paid. You can’t read a lot about that. And and then uh this notice that you can send an email if you want something specific. I hope there’s enough, Susan. I hope that’s enough, guys. We cannot move into something else. Thank you so much.

Isaac Gang: So what we’re looking at Here is is the the the vision. A lot of times, you guys know this, you know, when you decide to join this program or thinking about joining the program. I’m sure you went through some sort of a uh a process, you know. Perhaps a question at least of questions.

Isaac Gang: And so uh, the program is is basically an answer to what’s happening. How can we provide something that is unique uh something that makes our students uh uh didn’t, you know, you know, become demanded, or become uh marketable. And so we ask the question, What is the background of that? You know? We ask the question. Um, Are there an industry trends? Uh,

Isaac Gang: uh, you know that that we observe that allow us to come up with the classes, all of that allow us to shape the the future directly in this program. So what you see here are the basic driving forces behind this program.

Isaac Gang: Um, you know, you know, to answer the question, Why was it created? Why is there a need for this program in the society? Uh, Are there any in district trends? Um, that you would like to know as far as the once you get out, you know, from our program, what should you expect? So in the next few, you know, i’ll, i’ll talk about this. But hopefully, i’ll get more question from you uh that, maybe the next. Why, it’s not going to be able, you know We’ not be able to answer.

Isaac Gang: So this are the thought process we call this driving forces, which is a trans work of saying, uh, what we are. The reason behind this program being created.

George Mason Online Admissions: Okay,

Isaac Gang: right. So when we started, and you know this something that I invest a lot of time in, you know, when they pursue me, you know i’m not. I’m not saying that i’m a hotshot uh, but they did uh uh Megan effort uh to try to sell me the program.

Isaac Gang: One of the first question that I asked was, What makes this program? And so the reason why i’m very update about this particular slide is because uh? The answer that was given to me was convincing. Um! It’s, you know. Well the the the background they give which makes sense is they ask the question

Isaac Gang: what you know when you develop a model, you know. Let me just get technical for a second when you develop a machine learning model. Right? Um, you know, when you you know when you employ an Ai technique, for example. Uh, when you employ uh, say a packet, you know, say a python tech or something of that sort.

Isaac Gang: Um! What what you know, What process are you engaging in? And this this this is this is in line with, Why do we have the word engineering as our last name. The process that you actually undertake is you create right?

Isaac Gang: You create or you analyze, or you you shift something. So when you think about the word engineering,

Isaac Gang: you’re creating something right. And so the pro, you know every almost every single process in creating a model and analyzing a data all right in in choosing a a framework uh being python framework or our framework.

Isaac Gang: Uh, you know, you are in the process of creating something towards the end. And most importantly, a lot of the processes that you follow. Uh, perhaps you know, to to clean the data uh to mod the data uh, you know, to to to to the data

Isaac Gang: uh. It’s also a go towards creating something. So because a lot of what we are gear to to work, or what what we are uh trying to keep is creation. Uh, we call our process, or we call our program data analytics, not just data analytics. But how do you engineer

Isaac Gang: uh the processes that we follow? So uh, this is kind of the short frame or the short um uh background, if you will, for why we call our program data analytics engineer. And so when we look at you know, when we look at what’s happening across the country.

Isaac Gang: We found out that there weren’t too many programs at this time right? As a matter of fact, you know we you know the reason why we call ourselves a unique program is because at the time of its creation it was one of the only one it has to be either one of two or three

Isaac Gang: program of it’s kind. And so we usually think, uh we look. You know we look at our program as as as um um a model, or we? You know we sometime refer to ourselves.

Isaac Gang: Um, you know, you know, as as as as as

Isaac Gang: with mighty middle as possible a pioneer in this in this um uh process or in this engineering of data. Right? So um, you know, that’s what makes our data program unique

Isaac Gang: in terms of the colleague. Right. Uh, you know, we now have the uh College of Engineering and Computing. Uh, it used to be just a a volume of school of engineering. Uh, and so the call. So the the the the Cc. Or the colleague of engineer and computing consist

Isaac Gang: of computing and engineering. So that’s that’s school of computing, and it’s cool of engineering. We call this vol. You know, school of engineering to be specific, and so the the college itself is higher ranked. And and you know that analytics engineering,

Isaac Gang: Erez Agmoni is is one of the biggest, if not the biggest program in the colleague. Uh, I think it is only second to computer science one hundred.

Isaac Gang: And so you can kind of see why people are attracted to our program. Uh, it is the top one hundred based in your school by Us. News and World Report. That is volume in the School of Engineering. That is now. Say, I made a mistake here by saying that you know the colleague, but the school itself, our school, which our program is located. It’s one of the top one on the end of the country,

Isaac Gang: right uh, you know they they say well renowned faculty. I think they are right. I’m not. Uh, you know, treating our homes here. Uh, but I think the way we recruit the way that we we we bring in different set of expertise uh create a very, very attractive uh, very positive situation for our students that they leave us with a great deal of experience, not only in the classroom, but also, uh from the Indus perspective.

Isaac Gang: Right? So once we set up the program. We now say, Okay, what is the best way to allow our students to be successful? One of the ways to allow Tun to be successful is to provide classes or give classes um at at the students convenience. And so deployment the format for our program or classes, is it? You know it’s designed to allow the best analytical professional

Isaac Gang: uh to learn and advance these signs together. We called the science. Obviously, uh data analytics. We know engineering signs and our contacts right? And so we also provide in a lot of options. Because when you know, when a program becomes this, this, this, this this attractive to a lot of people

Isaac Gang: you’re going to get people from. Not just um Virginia. Obviously you’re going to get people from all across the Us. And and and you know. Certainly the world,

Isaac Gang: and they the online option provides, you know, a complete online option for about this opportunity for people that don’t, You know they don’t care much about the campus experience. Haven’t you come on campus living in a dorm or or something of that sort, because maybe, perhaps, since you are graduate school. You went to that experience already, and you know you get it out of your system. You just now want to get a degree, so you can move on with your life. And this is what the online graduate set and get program is for. So the flexibility that our program provides

Isaac Gang: makes it very attractive to a great deal of people, to to the great number of people, and this makes our program. Um, uh, you know, very flexible. Uh, Susan, I know I take a wait a long time here, but I want to make sure that our student really get a good good bit of why? Because a lot of time. This is the most one question. When you want to understand anything. Uh, if they don’t have been a question that you want to move on to the next, so we can go to details that’ll be great.

George Mason Online Admissions: There is one question actually. I don’t know if you want to wait or address it. Now

George Mason Online Admissions: let me see. I can. Certainly I can read it for you, it says, is the model creation process, the different differentiator between this program and the masters in business analytics.

Isaac Gang: That’s an excellent question. I can certainly answer the now, because a lot of times when you push this to the latest stage. You may forget the the

Isaac Gang: uh, you know. The answer is, No, it’s not just that particular process and other model questions uh, but also the techniques. And and you know the the amount of techniques that we apply

Isaac Gang: and and required right. Uh: So when you create, you know when you create a model, they, they, they they, uh, you know the application of the technique is one thing, but also requiring the the, the the techniques in the process of the creation is important.

Isaac Gang: For example, if you create a model uh, you know I, for tuning is is, you know, is an engineer process. Uh, you know, for those that are familiar with the term.

Isaac Gang: Uh I platoon of the primary, you know the parameter is is is a um, you know it’s ending in the process. Um. Also. Uh that I mean, inflation is in the process, because you actually create a process may be replacing a no value uh, or or maybe driving a value to, to to fill in an unknown value.

Isaac Gang: Uh, that’s another uh, in our opinion. You also have a situation where you want to uh to to to um uh uh sample, or or you know, uh, you know, create a uh a um

Isaac Gang: um uh no. We call this a ratio, you know, for example, if you wanted to, you know, if you want to test versus validate or or train uh, we say seven to twenty, or, you know, you know, seven to thirty or uh uh eighty, twenty uh that’s also, and you know, and you need a process, because sometimes, you know, we apply all the techniques like validation. Uh, you know, validation technique that will for you to uh to create a different uh combination

Isaac Gang: in order for um uh the the validity out of the model to be to be verified. So those are just some of the things. This is a long way of saying that the uh you know the the the creation, the the the you know. The creation is not the only um

Isaac Gang: have to get that sets our program apart. It’s based on the program or from business analytics. I I I don’t know what they’re required this to do. Uh, but but we we we uh, uh, you know we do more in our program,

Isaac Gang: and you know, and the time uh, Susan just said that the students are aware. Um! If if they have a follow up questions. I’m happy to to spend some time in answering those as well.

George Mason Online Admissions: Wonderful! Thank you.

Isaac Gang: Oops it didn’t go now. It went too far, you know you just get a hint there. We you know. We now get into more details. Uh, and this may also contribute to part of the last questions. Uh. So. So what we have here

Isaac Gang: is our actual curriculum. Uh, you have a list of the core classes, and then you have a list of electives, right? Uh, and so, uh, what you will see is the depth and breadth of our options. Right? The call obviously cannot be changed.

Isaac Gang: Uh, but the choices with respect to electives is really extensive, meaning that it’s It’s large. And so, you know, that gives us to an equilibrium. So let me just talk about the core. Uh the first one is the data analytics foundation, a lot of time. We want to make sure that our student are well uh position uh to be successful. And this is the class that we test. Uh that ability in. All right. You know how well are you? You know how well are you? What is your stats background?

Isaac Gang: What is your mad background, and and and how well are you,

Isaac Gang: uh going to fit within our program? Because you know the the the, the the um, an issue. Requirements are one thing uh, but to actually be successful in the class is another. And this is how we evaluate uh that. Uh, when our student press join our program. So at the data analytics foundation we just dae and five hundred. It’s our first class. It it for us to know. With the great deal of foundation it has math, medical foundation,

Isaac Gang: and as desk foundation it provides program and background. We expect people to be,

Isaac Gang: you know, to be exposed to programming, obviously. Uh, but we want to make sure that in this class to actually demonstrate that they have some ability. It doesn’t it to be like a major exposure. But we want to make sure that. Uh, you know you are in good shape. If you’re not, we give you opportunity to learn. Uh. The second uh class is the big data to information uh this data supplement the knowledge that you bring from Uh da, and five hundred, as you see, this is from uh, apply information technology.

Isaac Gang: Uh: And this is, you know, I I actually take these two classes. So i’m very, very intimately familiar with them. Uh so that’s big there to information. Uh, we do a lot of um a python in this in this class.

Isaac Gang: Uh, you know we do a lot of um a debt of pre-processing, and we learn some medical You know the more advanced techniques in this class that are

Isaac Gang: uh to supplement what you learn in da and five hundred. Now, again, we expect you to have some step background, and this this this will be supplemented by this that five, fifteen we just apply statistics and visualization for analytics. So this text, what you learn, you know what you came here with,

Isaac Gang: and uh incorporate visualization into it. And then Now, um, you know, once you come to the capstone what you’re gonna be seeing shortly uh you have the techniques that you will need in order to be in order to be successful. Uh, the next class is the or or Operation Research.

Isaac Gang: They say, you guys uh, you know, Susan, I lost audio, They say,

George Mason Online Admissions: Oh, okay, Were you able to hear me and maybe the other technical, each on the side of the student.

George Mason Online Admissions: Okay, they can hear. Okay,

George Mason Online Admissions: it, Everyone else. Can you hear Dr. Gang

George Mason Online Admissions: and myself?

Isaac Gang: Okay, they’re able to hear.

Isaac Gang: So the So we and then we move to operational research. Uh five, thirty. One does analytics and decision analysis. Again, you can see now this low moving towards more of the data Oriented classes. Uh that, you know, that allows you to do more uh advanced techniques and data analytics.

Isaac Gang: And then we come to Cs five before we just principle of data management and mining in this class it this class as well as you can see the computer signed class. Uh. So it’s it’s it’s it, you know it. It it. This class introduces

Isaac Gang: uh things like I do in. You know it allows you to use aws. And so I would be teaching you techniques that you would need to, you know, to to learn or to be, you know, to function uh, you know, in a in a cloud environment. Uh, in addition to you know techniques. Um, that will allow you to um augment your program and knowledge and that analysis skills uh from the previous classes. Once you

George Mason Online Admissions: there are the questions. Let me go to that. So says Hi. What is the main difference between this program and the online masters of science and applied information technology with the concentration in data analytics, in and intelligence methods.

Isaac Gang: Okay, let me. I think there was a question in the chat. If you can read as well, i’ll come back to that. But let me go to the queue. Okay, let me see.

Isaac Gang: Uh, okay. So let me reach uh, let me give me just one second, so I can make sure I get this. Susan. The

Isaac Gang: this is this is the this, this? This is a top question uh, because I don’t know what what all the program provides. Um, if if um

Isaac Gang: uh, if if the student uh Susan, do you have the name? The students, you know, I would prefer to call them by the names, but the last the last individual didn’t have a name. It It shows that as anonymous uh, but in any event. Um, it’s uh, you know, if I have to guess, because I don’t know what the it uh program provides.

Isaac Gang: Uh, maybe rigor or maybe um. You know the strategy that the instructors apply. Because I don’t think this. You know.

Isaac Gang: You know I don’t teach

Isaac Gang: in this program. I don’t think any of our faculty member teaches in this program. So since i’m not very familiar with the program, it’s very difficult to talk about difference if you know the program, maybe you can hear a little bit, you know. Share a bit about that,

Isaac Gang: and this will give me an idea um about about what they are from, because I, you know I assume you have this question because you look at both programs and for have that lot of similarities there.

George Mason Online Admissions: And and you know we do have the virtual open house tomorrow for the masters in applied information technology. So um,

George Mason Online Admissions: you know, you can attend both, and then um! That may assist you. Now there is a question. Are there any courses that introduce machine learning?

Isaac Gang: Yes, all you know, just about all of this introduced uh some form of machine learning uh, you know, starting with with, Uh,

Isaac Gang: let me just talk about the last war. Well, you know the last board five hundred and eighty introduces the techniques. Um, you know we we do. You know we we um uh talk about regulations. Uh, we talk about classification and a very

Isaac Gang: um intermediate manner, and then once we get to um, you know, there’s there’s five hundred and five eighty. They talked about those techniques, special algorithms, and then we um five, fifteen. I’m sure that you know I don’t teach five fifteen, but no, no in the curriculum I think they touch on that. I just don’t know into

Isaac Gang: uh the depth of the detail that they that you know they cover. We do the same thing in five or four. We actually have a project in five or four uh that actually require students to apply machine learning algorithms and techniques

Isaac Gang: uh to the project, because we, you know, we introduce them in the cloud. So uh, I want to say at at the minimum five hundred, five, eighty and five of four uh introduced um machine learning and ai techniques uh that you would be. That would be necessary to be successful in the capstone class with you. Six, six, six, nine

George Mason Online Admissions: wonderful! And along with the curriculum um,

George Mason Online Admissions: someone is asking for admissions Will online certification in Python, statistics and calculus suffice to be qualified for this program. So we’re talking prerequisites, or is it dependent on college credits with qualifying grades.

Isaac Gang: That’s a good question. They should answer it. Yes, they would be but a lot of times when you you know, when we when you come from a um,

Isaac Gang: you know, when you come with this, you know with this classes we do an assessment to determine whether they can substitute our. You know our our performance here a lot of the time they do uh one. You know one of the fact that you may be um uh uh aware of it, and I will sooner is that some of the class, as you can see from the names, are offered by different departments. And so because we don’t make decisions for those departments.

Isaac Gang: Uh, we can assess what you have is that you know I actually do the assessment, and I assist the class that you have, and then i’ll reach out to the department. Will this class this on the way you teach it? Uh, you know, for us this class would surprise. You know, you know. Would it surprise? Based on your standards? They have to say yes, a lot of talk they do. There are some situations

Isaac Gang: that they may say no, because some people wants to be difficult. Uh, but you would think in a perfect world if we say yes uh the other sisterly uh department would would agree with us. So the to answer to this question is yes, uh, if you you know, if you if you have this uh free, you know. Prerequisite already taken.

Isaac Gang: Uh, we are happy to can them after that, you know, for that assessment.

George Mason Online Admissions: So with respect to say, for example, coursera courses, if they were going to take a course on our through Coursera. Um! Is there any particular link that it needs to be?

Isaac Gang: Uh, you know just just you know I I don’t think there is a set length. But if you take a call, sir, for example, that is eight weeks long uh and our program and our, you know. A similar pro uh course on campus is six fifteen weeks, if you will.

Isaac Gang: Uh, in the assessment. That may be an issue. I think the the the

Isaac Gang: um, the the ideal situation would be um. A similar length class would replace a similar length class uh uh from our perspective. But this notice that there are no exceptions. Um, you know we, you know we we. We look at this on a case by case basis,

George Mason Online Admissions: make sense. So in in terms of like, you look at the whole person right like you take in the work experience and so forth. Okay, Gotcha Gotcha. Thank you.

Isaac Gang: And so yeah, so keep them coming. This is a really good question. Very useful questions. Uh, you know, we like to create a bottom knowledge on this question, because each, you know, each time we you know, we get something new. We added to what we

Isaac Gang: uh we need to address next time. So those are the core calls when we call call them course. It means that you know these are mandatory. Each student that comes to our program. I have to completely successful, I think, with that list of be,

Isaac Gang: or you know, you know, with that, you know, with at least it’s. See, you know you don’t want to mix seeds, obviously. Uh, but V or above would be would, you know, would be ideal. But you can get away with once you also. Uh. So this bring us to, you know, to want to to round out your your program with us.

Isaac Gang: Uh, you will have to uh choose, uh, obviously uh, from our electives, or you know, as you will see. Uh, we have a lot of choices depending on your career goals. Uh, we, we, you know we have just about anything that you can think of.

Isaac Gang: Um, uh, Susan, That’s another question coming there. So let’s go to the question first. Um chat we need to pick for about recent

Isaac Gang: uh. This is, I think, this will to Susan it this your question or do we should, I know.

Isaac Gang: Thank you.

Isaac Gang: That is um ait six, fourteen. The rest are taught by all the people I’m just gonna give you, because a lot of this is, the names are self explanatory, and the the best way to understand what you know what goes into selecting, you know an elective is to answer the question, What do I want to do when i’m done,

Isaac Gang: and and and you know, just looking at the names and the reading, The description will usually give you a lot of information about um, why you should make the decision or not. So the big data central uh is that you know It’s a good cloud that is offered by a it, and then we have ait five hundred and twenty-four. We just database management systems

Isaac Gang: there is system six six six six four. That is based in an inference and a decision theory. Uh, we have Um, six, six, six, of five, sixty, eight.

Isaac Gang: That is applied. Predictive analytics, right? That’s a good class there, especially if you want to do real Webinar capstone uh with it six hundred and sixty-four uh that is information representation processing and visualization.

Isaac Gang: Uh, since five four two decisions of what system engineering. Then we come on the right. There’s a it’s five, eighty-two applications on metadata and complex big data problems uh it six to the port Knowledge mining from big data

Isaac Gang: uh six, five, seven, three decision and risk analysis. Uh cis, five, eighty uh it our genus data fusion, and then the last, but not the list, is the independent stuff that i’ll talk about when you sign up for in different study uh you choose the topic, or I will not, will help you shoot the topic, or whoever else

Isaac Gang: is is is is the mentor. Well, you know what kind of got you through uh the topic. You know the rule of thumb, for this class is, if you think of something that you always want to solve.

Isaac Gang: Uh, this would be the ideal place to to try it, you know. You know. Um, take a crack at it right? Um, If you look at my research and you think of some that you You know that you’re interested in, because you think I will be more helpful, and then you can, uh, you know, put together a statement describing what you want to do or how you want to improve something, and then, you know, we usually go to an approval process. I will approve it. It will be sent to our director,

Isaac Gang: who will have to approve it, you know. Obviously the problem has to be interesting. It has to be um a rigorous, you know. We don’t want to just go and do something that some someone else already did

Isaac Gang: right, because when you get that presentation to the college. Uh, there’s going to be people with, you know, with different experience. They’re going to be asking the question, How can somebody do something like that. And so, given the standards of program, we want to convey a positive picture of knowledge, and also a rigor, because we want our student to be successful when they get out of here.

Isaac Gang: Uh so these are the classes uh a lot of times, you know uh this, this, this our self explanatory. But i’m happy to uh to answer, and a question that you may have either on the core class or no answer. Some question already might be some we’re trying to be polite, even though we told you that it was. And let’s say you want to wait until the end. You cannot ask the questions for either uh the core courses

Isaac Gang: or the elective options.

George Mason Online Admissions: And Dr. Gang, I have a question Is python a prerequisite

Isaac Gang: Python is not a pre because it that’s what we’ll teach you in five hundred. We do require you to have some kind of a programming background. It could be C or Java

Isaac Gang: uh, but you know. Sometimes I think um, you know, we student would be a parade. Well, the last time I to the Java program like ten years ago. That’s also fine because we’re gonna go. You know we’re going to give you enough opportunity to learn python uh in this. In this class we you know we take python and our and C in the A in five hundred. Okay,

Isaac Gang: would you like me to um go to the next slide?

George Mason Online Admissions: So in terms of online learning. Students can be hesitant. Um, especially when they’re used to going to campus to take courses. So what kind of interaction can they expect to have with their faculty

George Mason Online Admissions: and with their fellow students.

Isaac Gang: Yeah, yeah, you know, I You know one of my strings is online teaching. Um, I I’ve done that for close to ten years uh the biggest thing for analyze, you know, is presence, and by present at all I mean just posting things sometimes. Um, you, you know you can

Isaac Gang: uh huge videos of of brief lectures, you know, even though this is just a best practice, and you know our faculty are not required to do that, but I do. And and and so if, for example, you know we we’re you know we’re talking about python

Isaac Gang: or something specific within python this week. Say, we’re talking about um Um! What is it? Uh, you know, Regular expression. And so I you know I I would do maybe five or ten minutes Video: introduction of the topic, just, you know, just to get things started.

Isaac Gang: Or if I can do video, I will post an introduction post That kind of gives you um a brief summary of what the topic is for you know for this week.

Isaac Gang: Uh, once we do that you know that’s a list of assignment that you are to, you know, to work on. In addition to that, there’s a discussion. What that discuss is a related topic for the week that the instruct that I will participate in, or the instructor will participate in, uh, not only answering your question, but also, uh reading your post in in their entirety, and also given feedback as they see fit. Uh, finally and and most importantly uh the grading uh um, she reflected,

Isaac Gang: the same way that we great for uh, a residential uh course, that is a you know, in person. Course you know the the grading standards are. It can be the same timely, obviously, and with sufficient feedback. It’s basically uh, when it’s student is deducted or penalized uh on something

Isaac Gang: uh, that’s more. I can go on to talk about. But those are the key things that usually give student confidence. That a you know online doesn’t mean less is simple to me that you don’t go in class. But you don’t learn analytics, or you Don’t, get analyzed attention from the structure that you, you know. Then you would have

Isaac Gang: uh, if you were to attend a physical residential class. Uh: So so those are just a few things. If you want me to go into more details, i’ll be happy to do that.

George Mason Online Admissions: Okay, Um, we do have. So just just to make sure, I’m understanding correctly with um respect to the interaction, the Professor. So like, if students have questions. Um, The faculty are available to schedule. Um,

George Mason Online Admissions: you know a zoom or a teams or something like that. So um and and that’s the beauty of um. The online technology is that students are actually in in many ways can have more access to professors. Is that correct? Like in terms of

Isaac Gang: you have more. You have more access, because you know the fact that you don’t uh sit in class uh provide more opportunities for you to, you know, get more work done. And obviously, uh, you know, also communicate with students. You know, we know with instructor more

Isaac Gang: uh so in terms of um, communication and direction, I think online. It’s actually a more robust uh than a residential class,

George Mason Online Admissions: Wonderful! And in terms of networking with fellow students, I think there is a society of data analytics, engineering, Um Student Club. That is overseen by a faculty member that allows the students to um network with data analysts in the field. Correct.

Isaac Gang: You know. The students in class also have a discussion Board where they can’t uh talk to each other. Uh, we require each student to respond to at least one additional post

Isaac Gang: uh, you know, to allow this interaction to go on. So you know, even when you’re not in the mood to talk to anybody, you have to at least say something uh by, you know, you know, which is a requirement uh that also allows this interaction between students

George Mason Online Admissions: and um also in blackboard. There is a I don’t know exactly what it’s called, but only the students can see it and communicate instead of a set up study groups. So that’s very helpful, as well. Um!

George Mason Online Admissions: Have some more questions coming in. Um. You had advised that it is helpful to have some C. Or java for the course. What if you don’t have um if you don’t have any of that programming background?

Isaac Gang: That that’s fine. Yeah. So so the you know we we we don’t, you know. If you are admitted to our program, we will not prevent you from taking the class because you don’t have a program background. You know. I think that you know, having a program background is preferred. But if you don’t have any,

Isaac Gang: and you are admitted to our program uh uh d, a and five hundred would provide that opportunity for you. So you know that’s not a deal breaker.

George Mason Online Admissions: Okay? And then again, So this is so. Would you say that the calculus and statistics are pretty firm in terms of a class or

George Mason Online Admissions: or not.

Isaac Gang: Uh, when you may we we, you know, uh, when you’d say from you mean required uh, in terms of a college course. Yes, so we’re. So We’ Those two are very important. Uh we require those you in detect uh those here, or you bring them to us from from some place.

George Mason Online Admissions: Okay, Okay. So there’s it. Sounds to me like there’s a little bit more flexibility with the programming language. So, um mobile, we may ask. So if you have again, this is very similar. If you haven’t had a programming language, is it mandatory to take a class prior,

George Mason Online Admissions: or will I be registered in the foundation course? And so what you’re saying just which can

George Mason Online Admissions: be counted towards the program? Or will that be viewed as an additional class? That would be an additional class. Correct? Um! It’s no credit that foundational course is that correct

Isaac Gang: which, which, when you say the five hundred, the data analytics five hundred. Yes, yes, that’s no credits. Correct. Okay, So that’s so. So all about, you know. And this and that’s the reason why we do that. Because we we anticipate, you know not. All of our student will have a program,

Isaac Gang: and so by by by, you know, making them take that class, or or or you know, have given them the chance to take that class. Uh, you know they will get your feedback, you know, come to the next class with some programming knowledge. So they don’t struggle.

George Mason Online Admissions: So somebody without any programming language they would most likely be if they were admitted, enrolled into the data analytics five hundred along with the first class. And that data analytics five hundred doesn’t count for credits, although there would be okay, Okay, and then they can access that throughout the program.

George Mason Online Admissions: Um, to refer back to correct wonderful. Okay. So I hope that answers your question. Um,

George Mason Online Admissions: to do. Okay, And then

George Mason Online Admissions: we may also ask also, Will the program have weekly aptitude quizzes? Will there be a tutor to assist with course Content? That’s a great question.

Isaac Gang: That’s a very good question. We a lot of the class that I teach Ft: eight right? So um a lot of times I do the the you know the help myself. Uh, but if you just want to walk through something you want to like, you know, be tutor. The ta has a weekly um uh office hours that a student can just walk in, and then they will be assist uh with their problem.

Isaac Gang: So there’s a lot of help. You know, there’s a lot of help in terms of learning the chemical know how things. Uh, we also have a lot of results available online spatially. Uh thing that you want to, you know to to uh, uh, you know, to access, you know, outside of the class.

Isaac Gang: So so you know we, you know we. We. We want to make sure that we give our student ever over to him to succeed, and that include providing services as well as as as uh you, and as people to help them.

George Mason Online Admissions: Wonderful! Now in terms of the how the course format is. Um!

George Mason Online Admissions: Most of the courses, would, you say, are asynchronous except for the capstone, which is synchronous. Correct?

Isaac Gang: Uh, there there is, you know, there’s an online version of the capstone as well, because what we want to make sure is that Um, since we have a fully online uh program Um, the capstone, those that are in, you know, If you are full of online. You can also take the capstone uh calls online.

Isaac Gang: But if you are not full online um, you have to take the class in person. Uh, you know. Obviously they they uh the online program sometimes can be listed, you know, can be cross listed. So you can have all the people

Isaac Gang: uh, you know, especially during the pandemic, that that that are not that may not be online, but have some extended circumstances. Uh, take the class, you know, so that they? They they don’t have to wait. It’s a miser, so to

Isaac Gang: uh, you know, to take it.

George Mason Online Admissions: But I guess what i’m asking is is so, for the classes. Um. Are they typically asynchronous, or do some classes have a synchronous component where you have to log on at a certain time?

Isaac Gang: Uh it is it is synchronous, and so we have to meet a certain time. For example. Um, you know a it. Five hundred and eighty is a distant learning. Usually you will notice that. Uh, you know there’s something in the decent learning because it has a d like D. For example, you you know that would indicate that a class is different learning anything that is distant learning is synchronous, meaning that we meet at certain time online. Uh, you look for about an hour or two, you know most of the schedule, but you are, but sometimes i’ll.

Isaac Gang: We’ll left here for just one one out and have, and then just allow the last thirty minutes to be A. Q. And A. So? Yes, they should answer is, most of the classes uh are synchronous. Very few are asynchronous. Cs. Cs part four, five go, for for example, and then Da and five hundred are asynchronous.

George Mason Online Admissions: Okay. So what if you’re in a different if you’re joining from California, and you can’t attend at that time. Are they recorded, and you can just let your professor know

Isaac Gang: the the The class meetings are recorded. Um, Usually you is what I do. I know. This may not be required for faculty, but just to make sure that we give our students the best opportunity to be in class.

Isaac Gang: Um, we need first and kind of decide as a group uh what what you know. Sometimes they have a a a a time uh in in, you know, in the in the the the um schedule, you know, in the catalogue.

Isaac Gang: Uh, but you know you, you know we can provide that. If, for example, we, you know we all agree

Isaac Gang: uh, you know, with no dissensions uh on a different time to, you know, to accommodate people. But you know the the, the, the, the the reality of that is that when you sign up for the cloud that time should be listed, and you should know, sign up for a class that will you know that you will not be able to attend the stage of the attendance required?

Isaac Gang: Uh, but if there are some, you know, if there are some extended circumstance that happen after you sign up for the class Uh: those can usually be worked out with the structure. Okay?

George Mason Online Admissions: So it says a couple questions here. Are there any hardware computing requirements for personal devices to complete the course?

Isaac Gang: You know, most computers of the day are already. Um, um hardware compliant The down. The no special hardware is is a short answer

Isaac Gang: uh a lot. A lot of the computer that you buy will come with the minimum at you know, hardware. And so where that are required for you to be successful. There are, however, software, that you will need to install um, you know, depending on the class. Uh, for example, your your you know, if you’re uh uh taking a a a a uh

Isaac Gang: uh a Cs. Five, five or four, for example. You may want to um, you know, work with Claude Era, or some all the services that will need to be installed. Uh, but those don’t require a stage of hardware to install.

Isaac Gang: You just need to be able to, you know, to to to on the computer meeting that you have admin probably to, you know, to to to to install things on your computer.

George Mason Online Admissions: Okay, great. And Joe is asking a very important question. Is the program set up with a lot of group or individual projects

Isaac Gang: there. Most most of this, most of these classes uh, you know I can’t, You know I can speak for Cs five before, for example. Uh uh a it five, eighty, and obviously the capstone uh capstone class. All of these are group base.

Isaac Gang: Uh, you know all of this are group based. This is not to say that there’s no there that our individual assignment. But there’s, you know there’s a project component, that is, student will have to be a part of the group, unless uh, for some of the classes except the capstone. Uh, if a student wants to be a group of one,

Isaac Gang: for whatever reason. Usually I have to approve that, and then there can be a group of one.

Isaac Gang: But but you know they should answer your. That’s a lot that that’s more. That’s more group based opportunities uh than you know in most of the classes.

George Mason Online Admissions: Okay, thank you for that. And

George Mason Online Admissions: Joe is also asking, Why is programming important? Will we build? Be building a function building functional programs? I thought you would be introducing us to the most recent programs in the courses.

Isaac Gang: That’s a very good question, you know program. It’s important because the capstone class, uh which is the last class, is is is, you know, is is is about

Isaac Gang: building models. Right? You have to build a machine learning model, right? So we you know one of the biggest um benefits for taking this class or being in our program is that you work with the industry. Uh um expert. In addition to the structure

Isaac Gang: Uh, These are not theoretical project, you know you work for somebody who will actually use the project when you’re done. If it is, you know, if you solve the problem correctly. So every single, you know, every single one just tried to requires programming, and we don’t want students uh uh to, you know, to to to to learn programming in the last class

Isaac Gang: right in order for them to complete a project. We want you to be introduced to programming initially, so that when you get to that class you more comfortable with writing programs. Uh, but you know programming is not it? It’s just one of the many uh tools and frameworks and and and topic that we give our students a chance to learn.

Isaac Gang: Uh, but it is an important component uh about program.

George Mason Online Admissions: Okay, Great Um, any more questions,

George Mason Online Admissions: so I guess I I I might be a little bit confused here. So with these online courses, the way I had thought was that most of the courses were asynchronous, but that some of the courses could have synchronous components.

George Mason Online Admissions: And then I knew that the capstone was completely synchronous, and am I

Isaac Gang: misunderstanding. I thought that’s what i’ll say. You know I said something different, or they’d get us. So then maybe I misunderstood. I thought you okay. Most of the calls are asynchronous. I think I want to mention Cs. Cs. Five of four, which is a A. Cs. Five before synchronous, and it five hundred and eighty

Isaac Gang: Uh: Yeah. So so they you know this, this our class, the equity. But you know they they’re in the you know,

Isaac Gang: knowing the program, there are also uh asynchronous sections that you can sign up for, because you know it. Five eight, for example, is, is is a U class, and and is is, you know we usually have at least um

Isaac Gang: um uh fourth sections, and so you know, uh one section could be asynchronous, but the second that I teach right; the second that I teach right. The second that I teach um is is synchronous, meaning that we have to meet at certain time.

George Mason Online Admissions: Uh, and then all this says so. So those are the details that you have to uh pay attention to when you sign up for the class. But yes, Susan, it should answer with you. You know, most of our program are it’s more to our classes that are online or asynchronous. Okay, all right, Thank you so much. Okay? Couple of more questions. Um.

George Mason Online Admissions: I was in. I was a three undergrad with fifteen to twenty years of work. Experience. That’s That’s great. What a gri or gmat score,

George Mason Online Admissions: you know,

George Mason Online Admissions: enhance the application prospects,

George Mason Online Admissions: you know you going to answer this season, or should I give it a try? I mean, I always say that, hey? Look, if you if you knocked it out of the park. Um on the Jerry, that’s great Um, it doesn’t hurt. But um! For the most part we don’t um require that. But I would think that if it speaks well of you, I would say, include it. That’s what I would say,

Isaac Gang: I agree. You know anything that you anything that is a You know the way I look at this anything that is a um a plus on your resume. It is It’s always welcome right? Um, you know, If if the question is um, you know what? Why, isn’t, yeah, you know, gr required

Isaac Gang: uh nothing. It would just um um

Isaac Gang: uh, uh, cut down the prospects of the student that can go on that program. But But if someone has a gr and they want to hear um the result with us, or use that. You know that information. Um, you know, as as you as as a plus or as a bond. You know, bonus

Isaac Gang: uh that that that that you know that’s fine. And you know that that many years you know that that that many years of experience is is um

Isaac Gang: is very, very useful, right? You know. We we look at that as well. So all of those are positive. But we, you know we we don’t acquire them of all the students.

George Mason Online Admissions: Okay, thank you. And then mobile me. Um is asking regarding electives Are the courses chosen by the student approved by the Dean or academic adviser, depending on how the student is fearing in the program as a whole, basically I cannot just take whatever elect is, if i’m not doing well in its sister class.

Isaac Gang: That’s a very good question. Yes, and that’s correct. So usually, and and you know we’re very, very uh good at this. If a students is struggling right.

Isaac Gang: Uh, you know we we are mindful of how many hours they can take. Obviously, there is, you know, if you are international students, you know you can, in order for you to be full time. There is a limit. Uh, you know. It does set number of hours minimum that you need to sign up for. But if you are a domestic student

Isaac Gang: uh you don’t have to. You don’t have to be full time. You can take just one class per semester. So in that regard. Uh, if you are doing, you know, doing too well in one class. That’s what i’d say early. Uh, perhaps the choice of what class you should take uh would be dependent on what you want to accomplish. What do you want to do with it when you graduate,

Isaac Gang: and you discuss this with, you know, with with um, you know, with with instructor, you can reach out to any of us. And then you kind of a conversation uh about your career, pad, and you know. But you know maybe the option that you have, or if you want guidance on using one or the other.

Isaac Gang: Uh, you know we provide discipline. I think there’s also options, Susan, you know. Correct me. If i’m wrong. Uh you can. You can talk to uh, You can talk to a career.

Isaac Gang: Um uh, uh, first one as well. Uh uh at at our let me see,

Isaac Gang: you know, full for guidance or or your suggestion on how how well to move forward with, you know, with with options. But a lot of times, my dear student wouldn’t make these choices, and they just want to prepare to take a look at them if they have any suggestion. With respect to the you know those are good choice or not. And this in this, you know. So just this for for anyone, just to get a second opinion, maybe something that you go below. Someone would be able to answer that someone would be able to answer that or uh, something that may not fit with. You know with with your

Isaac Gang: progress. No, a second. I will be able to identify or see that. So it’s always good to get a second opinion on this on these decisions.

George Mason Online Admissions: Okay, So I I guess

George Mason Online Admissions: Bo: me um in in in Dr. Ging. Correct me if um if i’m mistaken. So you have to maintain a certain Gpa: Okay, you need to maintain an overall Gpa. But three in terms of electives,

George Mason Online Admissions: you know. Again, it it like Dr. King said. It depends on what you’re shooting for, and what your outcome you want it to be. And um! But you should be able to choose any of the electives that that you’d like to take. There’s five core courses. There’s five electives. Um! But you are gonna have to do well. Um

George Mason Online Admissions: maintain that Gp: of it. Three. Is that correct? That’s correct? Okay, perfect.

George Mason Online Admissions: What is the class size maximum?

Isaac Gang: Dr. King. Oh, the class size is uh for the capstone is fifteen for the all the classes is twenty-five, I believe,

George Mason Online Admissions: and and that’s really wonderful. And that does distinguish us from other online programs. Um is that we do have such a small class size. Um. So you’re not a number, and you get to know your fellow cohorts and the faculty?

George Mason Online Admissions: Um. So another question here: How long does the typical part time full time employee take to complete the Ms: So um,

George Mason Online Admissions: it’s twenty four months um, and the certificate is four classes. So that is two semesters, because what you do is um.

George Mason Online Admissions: You take one class every eight weeks. The semester is sixteen weeks, so you’re completing two courses, a semester, and because it is so um accelerated, they don’t suggest that you double up on courses, and um most people are working uh full time. Um,

George Mason Online Admissions: that, said Dr. Gang. It is a very rigorous program, correct, so like, on average, what would you say? Um,

George Mason Online Admissions: the average time spent um per week,

Isaac Gang: so it’s it’s um it a typical um. We are the way we we we generally Um,

Isaac Gang: um uh, you know, indicate the time is, you know, we type of contact our uh, most most of these are three hours uh uh created. So if you’re taking three, our credit

Isaac Gang: Um! That that that mean for every hour you need to spend two hours outside of of the class. So per week, you know, at the minimum. If you can spend six hours um, you know there’ll be enough, but the rule of them is that sometime depending on the uh rigor of the class,

Isaac Gang: all the nature of the class you may spend more than that in the minimum. Uh, but you know the the level of work is is um,

Isaac Gang: is it? Is it two hours to one?

Isaac Gang: It doesn’t make sense, right? So for everyone out of contact, are you? You could spend at least two hours

Isaac Gang: uh, you know, learning,

Isaac Gang: you know the relevant topics,

George Mason Online Admissions: and and that is a good um framework to go by. Um. Another thing that I think is really cool about Mason is the fact that Um. And you had alluded to this earlier that um we’re one of a handful of programs. Um

George Mason Online Admissions: in the nation that when you graduate from this program it is going to be a masters in engineering. Um, because it is from the uh, the volcano. Um school of engineering um, And then the other really cool thing is is that with electives we’re part of that commonwealth group of graduate programs, online graduate programs with four other online um universities in Virginia. So if you like the electives

George Mason Online Admissions: that are offered. Say, for example, at Virginia Tech, you can take

George Mason Online Admissions: those electives and have it. Apply back to your masters at Mason. Um. So that’s another thing to keep in mind. Um, that’s a really good opportunity as well, and I can provide you with that contact person um, or you can reach out to your admissions. Rep. Um, and they can provide you with that information. But, um,

Isaac Gang: any other questions

George Mason Online Admissions: I had answered it. So So basically, what? Yeah. So for for do a lingo. Um. So if you’re you’re needing an English exam. I usually encourage you a lingo only because it’s much cheaper. It’s forty-nine us dollars. Um, You can sign up and take it online on the same day and then get the results in two business days. Um,

George Mason Online Admissions: But there are other options. So the other two options are ay, and tofu and um Yeah. And again, your admissions wrap um

George Mason Online Admissions: is more than happy to assist. Now, what i’ll do is i’ll place in the chat. Um, if you don’t have an admissions representative that you’re working with, i’ll go ahead and actually it’s the last slide. So you’ll see it there. Um reach out, and um, any of us would be happy to assist you. So yeah,

Isaac Gang: absolutely. Yeah,

George Mason Online Admissions: okay.

George Mason Online Admissions: Should I go to the next slide. Dr. King. Okay,

George Mason Online Admissions: all right. And so here is uh, Susan, I guess you can go through this right or you need to go. Yeah. Oh, no, no, I’d be happy to. So um you want a bachelor’s degree. Um, Gpa is important.

George Mason Online Admissions: Um. However, you know, we look at you as a whole. You know we’re not going to look at you just as a number, and

George Mason Online Admissions: it’s, you know, especially if you have a lot of work, history and experience in the field. Um, we do also allow you to submit a gpa addendum um explaining the circumstances of why your gpa was lower than expected. Now, obviously um,

George Mason Online Admissions: We wants you to, you know, in your major, especially if your major is in um tech a techie field.

George Mason Online Admissions: We want it to be a good gpa um of uh, three, three point zero or higher. But again, it just depends on um. Each person’s circumstances. Um, so a bachelor’s degree. The transcripts the resume um Two letters of recommendation. You can add as many references as you’d like,

George Mason Online Admissions: but at least to a personal statement of

George Mason Online Admissions: why you want to do this degree, and what your um career goals are, and why, Mason. And then, of course, those pre-rec courses. Okay, So calculus and statistics.

George Mason Online Admissions: Um, you want to take that with a B or better. And then, if you have not, if you have not had a course or work experience in computer programming, Um,

George Mason Online Admissions: there can be I if i’m understanding again. Dr. Gang up, maybe a little wiggle room.

George Mason Online Admissions: Okay. So maybe taking a course there, a course or something like that. And again, we have that data analytics five hundred, which is a foundational course that will set you up for success in the program if you are. Um admitted. So another thing to realize is you just can’t sign up and take the data analytics. Five hundred.

George Mason Online Admissions: It is for people that have been accepted into the program. Okay, all right. Um.

George Mason Online Admissions: Any other questions.

George Mason Online Admissions: I’m gonna call up my notes. Um, And

George Mason Online Admissions: I think we’ve gone over a lot of it.

George Mason Online Admissions: But um! I’ll go ahead and post

George Mason Online Admissions: the information all here. I’ll just go to the next slide, and then you have it. Um, all right.

George Mason Online Admissions: And so again. If you’re working with an admissions representative, go ahead and reach out to them, and of course, um

George Mason Online Admissions: you know you can reach out to me as Well, my name is Susan. Um. But that is our main number, and I see that we have one other question.

George Mason Online Admissions: Okay, so are the accelerated programs cost

George Mason Online Admissions: more cost-effective than the regular program. So

George Mason Online Admissions: I don’t know much about the campus program. So um Dr. Ging would you address that.

Isaac Gang: So what you know cost effective. Um.

George Mason Online Admissions: So I think they’re they’re comparing. So how is se? So just to let you know a little bit about me, i’m an online admissions rep that handles most of the graduate programs for the online programs. So I don’t know much about the campus programs. So I think they’re they’re comparing between the difference between campus

George Mason Online Admissions: versus that? They should answer is, yes, online would be a cost effective. Obviously, you don’t trouble you, you you you you definitely say something.

Isaac Gang: You know that we don’t, You know we don’t give our online student and a list content in our on ground.

Isaac Gang: So so you you know, uh depending on what your preference is in terms of saving something. I think you’d definitely say a few dollars uh doing along then on campus, because at at the minimum. I know that you don’t have to draw. You don’t have to drive a class, And with the guest prize at this stage, you know that definitely is something

George Mason Online Admissions: Okay, all right. And um again,

George Mason Online Admissions: Um: Oh, Ken and F, one student enroll in the online masters. Okay, So with visas. Um: since it’s an online program. You can be anywhere. Okay? Um, I’ve I’ve actually had a student from India that got accepted. Um, he’s located in India in the program.

George Mason Online Admissions: Um: So we do not sponsor or extend visas. Okay for the online program, simply because um, you can be anywhere in the world and and and do this program.

George Mason Online Admissions: So I hope that answers that

Isaac Gang: correct sounds good.

George Mason Online Admissions: Any other questions.

Isaac Gang: Thank you so much for your questions. Question about employment here, Susan. Remember right. How long does it take part? Time. Full time Employed Student: tick

Isaac Gang: to complete the Ms:

George Mason Online Admissions: Yeah. So is it that be witching hour? Let’s see. I’m going to call up Um!

George Mason Online Admissions: What is the time here? Sorry we’ve gone over? My goodness, we certainly did so. Thank you so much. Yes, it’s eight hundred and twelve. So. Um, Dr. Gang, Thank you so much for your time and sharing um all about this wonderful program,

George Mason Online Admissions: and if you have any more questions, please don’t hesitate to reach out. Um,

George Mason Online Admissions: you know. Happy to assist. And um And you’re very welcome. Okay. Hope to speak to you soon.

MS Applied Information Technology Transcript

George Mason Online Admissions: So let’s go ahead and get started again. My name is Susan.

George Mason Online Admissions: I’m an online admissions rep for George Mason, and we’re here this evening for the online virtual open house for the Masters of Applied information technology. I’m here to answer any of your application questions. But i’m very fortunate to be joined one hundred and fifty

George Mason Online Admissions: by Dr. Ratikova, who is the director for the Online Msa. It program. And so she’s going to share all the wonderful things about this program.

George Mason Online Admissions: So without further do, if Dr. Would take the Ratikova if you could share with us the agenda for this evening, and i’ll go ahead and forward the slide.

Ioulia Rytikova: Thank you very much, Susan. Well, good evening, everyone. Thank you for coming today to this very late hours going to this presentation. Um! This is probably one of my absolutely favorite things to do. I always get excited. What I, even though I cannot see you technically, but to me students prospective students. Um! And one of the reasons why i’m always excited about such meetings is because for me that’s an incredible opportunity to talk about something. I

Ioulia Rytikova: very deeply. I am very proud of this viral program of our department. I can talk about our department for dates, not just for one hour, for what hours, but for days, probably. I’ve been at Mason for many, many, many years, and it’s scary. When you look back and say, Well, what happened? How did it happen? I didn’t even notice that, But I spent in this department about fifty years, and I’ve seen how this department has changed in the past few years specifically

Ioulia Rytikova: how much we’ve done in the uh in all these years, during these years uh what we achieved, and the the progress that we’ve made during these years is absolutely fascinating. I’m. So i’m thrilled to be in this department, and to be part of that.

Ioulia Rytikova: Um, and this why I I always i’m happy to meet with students. I’m happy to share what we have to offer. Um! What I also do. We have a great agenda on this screen. You can look at this agenda. Um, i’m not very good at following slides. I will be on this with you. I could easily get destructed, and then get carried away with the apple. Susan, please stop me, and there’s about let’s. Let’s go back. I will do so. But there is so much to talk about uh about our program and about our department.

Ioulia Rytikova: Um, I will try. Still, I will try to be very focused. I will try to have a relatively short presentation, so that you could ask questions. That’s more. I feel it’s even more important because you can find those of information online,

Ioulia Rytikova: but each of you probably have very specific questions that you want to hear as to know about. And, Susan, I will be happy to answer these questions.

Ioulia Rytikova: Well, uh the first of all, with you words about myself. If we could move on to the next slide. Um! My name is Dr. Ritakova. Um. I joined this department many, many, many years ago. I am very like it to be here uh in this Now it’s called College of Confusing and uh, and engineering and confusing, and it’s a recent change. Um, because uh, up until last year we we used to be a school of engineering. Now it’s college, and there are two uh schools in this college.

Ioulia Rytikova: Uh, we are uh I’m. I’m supposed to talk about myself. So I am. Uh I received my Phd: uh in a in a technical field. It’s um, it’s a a applied mathematics and computer science. Um, I’ve been working all my years, so I’ve been working at it at this particular university, but I also work in European universities. I come from a family. My my mom is a professor, and she is still a professor, and my my grandfather

Ioulia Rytikova: was a professor to you. So I am. I’m very like it to have people around me, not my grandfather anymore. But uh, to have my my family close to me, who are, uh on the same page that they discuss with me all the ideas that uh, when it comes to indication. I’m. I’m very privileged to have that not only at work, but also uh with my family; and when when I received my Phd degree, um, even though it was quite focused on specific areas of uh of of the stem disciplines.

Ioulia Rytikova: But um over the years I developed the interest in mostly data, ninety-six data science, um uh fields. But it’s a probably uh that’s what my again, my degrees applicable to But my passion uh it’s based on that. But it turned out i’m truly passionate about learning. That’s why, if anybody asks me what wakes you at night with wakes you up at night, what? What’s something that you can read about all day long.

Ioulia Rytikova: What’s what interest you? I would say, cognitive and learning sciences. It’s educational data, mining, especially personalized learning. I do a lot of research in this field. Um, and I bring it back to classrooms, and it’s not just. I bring it back, but i’m very likely to have an incredible team of people faculty members that work in our departments that are also passionate about that. I know it sounds probably like an obvious idea. If you’re a professor, you’re passionate about learning. Well, it’s

Ioulia Rytikova: true, but sometimes we also visit that it’s. It’s hard to find the time to um to do everything that he wants to do. But again, we are very lucky. We have incredible faculty, and they, uh, they actively participate in innovative

Ioulia Rytikova: uh teaching models and the technologies and tools I will talk more about at least one, but it’s something that i’m particularly proud of, because um, that takes time, and it takes effort. Um and our faculty. And just to prove how great we are, because I believe our pickles are amazing. Our faculty. Our department has not one not to, but multiple outstanding teaching awards different levels and different different areas. It’s uh an outstanding teaching award,

Ioulia Rytikova: an online outstanding, teaching award even uh apps and faculty that we have in our department email. They receive outstanding, teaching awards, and that is a great achievement. I usually we will in the Church may in the University. It’s a very large universe. So we have about many two thousand faculty, and it’s only one teaching, outstanding, teaching a word per year for each category, which means that is a huge achievement, some place to be one or two, but it depends on the year. But in general that’s quite the rare,

Ioulia Rytikova: so we are likely to have such an incredible team of Uh individuals in our department. Next slide, please.

Ioulia Rytikova: Well, um! This slide. He has a lot of words on it. Um, i’m all going to read that. I told you that i’m not very good at reading slides, but what i’d like to say is that this program was developed about ten years ago. Um! It is important to start back again, even though it feels like Well, why do we need to go that far. But the reason why I always mentioned it is that ten years ago we actively work together with several government agencies in the area, and we would

Ioulia Rytikova: coached by these agencies with a simple question: Could you please teach us? Some? Help us uh get a few classes in cybersecurity? Big data data, ninety, six and back then ten years ago it was something that was quite new and exciting, and not that many departments were were providing this. This this classes we agreed. We We delivered some of those courses. Then they asked if we could continue with more than just one or two courses if we could come up, maybe with a certificate, which again

Ioulia Rytikova: we successfully did. And then eventually they said, Well, you know what, if you could create a masters program. That was a whole lot of programs. And of course, we said, we can do that. So we created a great program which, uh, which is, which was developed together. Not just us, us, as you know, Academy, but it was a faculty members, industry, government agencies. We came up with the the Msa. It program again ten years ago, about four or five years ago. Uh! We looked again at the curriculum, and

Ioulia Rytikova: we made a decision to quite significantly modify it, because again time flies, and in it, as you probably know, everything changes. So we so fast it’s so. Whatever we teach you learn all started today. In two years it might not be even available there. But uh, that’s why foundation is so important. But um! But when we modified the program about four years ago. Then we again created a great great uh uh focus group, uh which which included

Ioulia Rytikova: it’s faculty and industry leaders. Um! We came up with the with a few new concentrations.

Ioulia Rytikova: Um, if you look at uh, it’s uh our own ground program. We have five concentrations. There are listed on this screen cyber security data Uh: no data science. But in in this field so cyber security, data, science, machine learning, et cetera. And when we developed our online program which we are discussing here today. We decided to go with the three most popular concentrations which I will show a little bit later. But that’s how this program evolved over this

Ioulia Rytikova: the past few years. And currently our program. Um, it was quite successful all these years. Um, about maybe four or five years, or where we modified the program. Basically Four years ago we started getting uh into the top three to five online programs in the Cyber security uh concentration. That was a great achievement for us, and we keep working on that. We keep improving um our curriculum every year. We are very dynamic. Uh next slide, please.

Ioulia Rytikova: Well, and This is a quick summary of what I was just talking about. Uh: I personally absolutely love our online program. And again, the reason why i’m so excited because I’ve been around for many years. I know what a good course is about. I can look at any course I could say. All this is, and every time when I see great course I I get. I get curious about how this course was implemented, How people came up with this ideas. We always try to share what we do among ourselves, because we want our courses to be again

Ioulia Rytikova: the best courses we have to offer. But when it comes to this particular online program. I feel that we probably achieved the something impossible, even because our our department uh, by the way, before I get into these amazing ideas. Um, I I really wanted to mention this today that in the past two years, and to Covid obviously um, every department and every program may easily say, Oh, we also teach a line. We can do that. It is.

Ioulia Rytikova: It is still. It is absolutely true. Though our department started ten years ago, we were the first department in the entire university to come up with the dive program online. By the way, we are very large. We are probably one of the maybe the largest program. Um, in the entire university. Because we have almost two thousand students. We are very large, and we delivered the entire Bs program online. Um, And I really like the way uh a director of

Ioulia Rytikova: for online education in our college. The way he puts this, he says that our department not only developed these programs online this program online More importantly, your department developed best practices and procedures that now the entire university follows, because again, we were the first ones. We were pioneers. We tried it all, we we we check different things, we we literally. We tried it all. So when Covid happened it was it? I know it’s not funny. But still to

Ioulia Rytikova: me I feel I felt a little bit, you know, proud because I uh, when, two years ago, we received an email saying, We need the media to transfer online. It was a very challenging task for many departments, and we tried to support, because again we, we, we we shared our ideas, our knowledge with other departments and Tacos, if we’re interested. But for us, when they were told that tomorrow we need to switch on line. We said, Okay, we can do that because we already we’ve done it all several years to go again. About four or five years ago we already had the All

Ioulia Rytikova: the Master’s program Ms: it available online to you. But uh, back a few year a couple of years ago. So we we even we enhance this this online program even further, because we created courses which are not only based on innovative industry based curriculum. In addition to that, we created online courses, the crisis level, particularly uh that our media reach collaborative learning environment. That is, that we’re uh, we.

Ioulia Rytikova: We worked not just as faculty, but we worked with professional services to create videos, to critic, to create uh, uh, to create engaging uh engage in uh content. Of these courses courses are beautifully organized. I I I wish I could take you through my course and show how it looks. I was one of the first faculty who who developed this these courses, because since i’m the direct of this, for where I said, well, let’s let me check it out first, so that will decide if you want to go with that. And I

Ioulia Rytikova: When I looked at what what I created my own course, I I realized how beautiful it is. And now, uh, we. We We developed all online courses in the same format which I love because students go for this courses. They know what to expect. They open the course it looks the same, no matter what what kind. Of course it is, the content is different, but the organizations structured so logical it’s easy to follow. It’s it’s full of, you know, for media media content we provide very clear in.

Ioulia Rytikova: So, my goodness, it’s it’s it’s it’s almost impossible to get most. I think. Um, it was since we started using these courses in our online classes, this newly developed courses online classes. I don’t hear any concerns from students that that feel lost, and they don’t know how to find something, so that became such a great experience. So for for the students, for the faculty also, but for the students, because now it’s a it’s it’s a beautiful beautiful program. Uh: in this particular online program we all for

Ioulia Rytikova: the three tracks. It’s cyber security data, and it external just methods and machine learning engineering. I don’t know if you are new here, I mean, if you just started looking at at at Ms. Programs, or if you already did some homework before that, then you might notice that machine learning engineering. That’s a new concentration which we added only this full.

Ioulia Rytikova: Uh, we. We are so excited about this because this is probably all these free concentrations. They’re incredible. And if uh, I hope that I will not get the question which consultation would you recommend it? I I don’t know in the past, I would say, Well, cybersecurity is very popular, but now uh, they that I use. It is very popular to you, but machine learning is even more popular because it’s everywhere. If you look at all the job posting center um everything. It it’s all about machine learning right now.

Ioulia Rytikova: But cybersecurity is still one of the most popular concentrations in the In many it programs data, and it’s another very, very good consultation. So cancellation to focus on. I always recommend students to think what what they’re good at. I know it’s a simple might sound like a simple um recommendation. But still um! When you work when you select the concentration, it’s really nice to find something that you uh, if you are curious about. If you don’t enjoy it right away because it takes time to develop

Ioulia Rytikova: knowledge and interest. First, you have to learn to love something, but uh just what you’re curious about. Look at what what’s available out there. Look at Job posting. So what do you think might be? Um might be interesting for you in the future. Um! And then, and i’ll look at the description of this concentrations. Think about what might support you best, what kind of courses we have to offer. Um. We’ll be happy to share this, and I We can share all the information about courses in each concentration. I have a slide about this.

Ioulia Rytikova: So next slide in the in the moment we’ll get there. But uh, but you can also check online. What we have if you’re really is. Sometimes I get students who are so. Um so dedicated to this that they not only look at what’s available online, but they also wants to find out more about each course, and they would like to see if, for instance, Syllabus Bridge Course, if you’re interested in that, then you can contact please contact me. I will get you. I will help you to get in touch with the faculty member. Who is this

Ioulia Rytikova: for any of this courses? And he will, can speak with you. He will talk about uh, even the research opportunities, if you’re interested, because we also have a great Phd program uh or about specific uh a specific background that you need to have to get into some of our courses, even though I have to say I really want to say this upfront that if you’re concerned that you don’t have um a solid, it background. It’s still okay. It doesn’t mean that you won’t. Be able to succeed.

Ioulia Rytikova: The way it works in our department. If we are a student who doesn’t have a strong, it post cyber, security, background uh, or a student uh doesn’t have any work. Experience related to that. In this case we admit a students provisionally. That means that the students will take one more additional course. But this course will prepare you to succeed in this program. We feel very comfortable. Once we added, we added this this course about again a few years ago, when we modified

Ioulia Rytikova: the program. We made it more technical, more rigorous, and when we did so we didn’t want to lose students who are still very interested in these areas. Uh, but they they’re coming from other uh Bs degrees. So we developed this course A prep course to help them be prepared for what’s coming,

Ioulia Rytikova: so you can do that. So that’s about three concentrations we have to offer. And in addition to that, obviously, we have flexible, fully online classes, which is very convenient. Um. I also wanted to talk a little bit about how we stay connected to students, because I think that’s another stroll area of what we do uh we don’t just uh That’s what I don’t like, but I teach a line, and there are different ways. So we define forces in in academia. We could have a food online course uh we could have, as in,

Ioulia Rytikova: or we could have, a synchronous course. We can have a hybrid course and so many different versions. Um, what we decided to do once find the main happened, even if we all free course as a fully online asynchronous course. And that’s what this program is about. You are not required to attend any class meetings. You are not required to come on campus to take any exams or any assignments in the last two years so many technologies were developed.

Ioulia Rytikova: So assist us with what we need to do. So now anything is can be done online, is it it. But what many of us may, because what many of us, what we do, we still offer what we call optional class meetings, or it could be office hours and depend on cell factors to call that doesn’t matter. But why at least once a week I have twice a week, for instance, but once a week I meet with students. Um! I meet with students for optional again optional the keyword here optional class meetings.

Ioulia Rytikova: We record these class meetings. So in addition to all the recordings that we prepared for you, and it’s already available in the course. And you can look for this materials in addition to that, every week I meet with students. I go over major points for each week. I answer questions. We work on problems, and we report that I find it to be quite uh, quite uh entertainingly, and I would say and engaging, because even if you watch this recording late, or some students can’t make it at it particular time.

Ioulia Rytikova: You can still give you that, and it’s great to see how other students participate, and students often have similar questions. That’s why I like to meet with students and have them in the classroom. Even if I just record. I have recordings of of my lectures. It’s all available. But there are no students There it’s It’s just me. But students have similar questions. They can discuss that. They can see these discussions in the chat window that really helps to make forces more uh more engaging

Ioulia Rytikova: students like that in addition to that. So it, in addition to that, we have also office hours. In addition to that we also have teaching assistance. They also have office hours. So I feel like in. We respond to emails in twenty-four hours. It’s, our our our well, That’s what we ask faculty to do, because these courses, especially these courses, are only eight weeks. They’re they’re intense, and if we answer, I don’t know if in five days it will be a half of the course of the government,

Ioulia Rytikova: so we try to be very, very um close with our students, so we also have teaching assistance for available to work with you if you want to, if you need to. Uh, in addition to that. Uh, I believe all our classes. We have what’s called discussion boards, which means that we even it requires students, because we understand that if we just say well, if you want to, then it doesn’t necessarily work for everyone. So in many cases we even require students to participate and post something on discussion boards to get a feedback from other students

Ioulia Rytikova: to provide feedback uh to other students. So work, and that creates another online community of studios where they can communicate, discuss programs, for instance, with I do in my classes. I personally like it very much. I don’t like to uh again at the graduate level. We teach different to them at the undergraduate, and I I have experience in both, so I can compare. But at the graduate level my goal is to help students uh really be engaged with the course material. It’s not about giving them a great.

Ioulia Rytikova: It’s not about assessing their knowledge. It’s important, But my my view is, if a student is interested in what we do. If he or she feels comfortable coming to class doing activities. If the level of work is reasonable, if the student gets help when it’s needed right away, then the student will be successful. If the student is successful, then he will love this material because it’s interesting. So that’s what we try to create uh the kind of advice

Ioulia Rytikova: to try to create a narrow courses. So this is feel comfortable and in curious about what we do, and once we choose that, then our students will be able to to really enjoy our classes. So we hope that you will try this too well next slide. I’m looking at the time it’s again. Maybe it’s a bit more than I was.

Ioulia Rytikova: I was going to say, but I think it’s so important. So well, this slide is just so. Um! We’ll probably to show off, I would say. Uh, because these are some very impressive numbers that we say, Oh, look at that. So this is what, uh, what some of the positions that you could expect after you graduate from this program. Um, These are recent numbers. So I just got this numbers about maybe two months ago. Um, but, as you can see, numbers are quite impressive.

Ioulia Rytikova: Um, the pendant on what I don’t get, which is numbers. Don’t pick the largest number like one, five to nine something. So don’t pick that number because it’s it’s large. Look at this. This is given for you information only what I recommend again to do. Take these titles. Go to any of uh job uh platform with job search platform dice, for instance. So, monster, dot, com, and and look at this titles. Look at the list of um of requirements that these positions have,

Ioulia Rytikova: and look at what’s expected. And then look at what we have to offer. If what you see in uh in for these titles, if you feel that it’s something you’re interested in. For instance, do you want to do like programming? If you are really into programming? If you love it, then you can do one concentration. If you are okay with programming. You can do it, but it’s not your primary goal. Then you might want to choose another concentration. It depends on how much you, if you love math. Then

Ioulia Rytikova: you can choose pretty much any concentration.

Ioulia Rytikova: If you don’t like map that much, you might consider choosing another area in the field. And so for. So in general, these are just some ideas that we wanted to share with you and some of the titles that uh, we often see at the students. Some uh grant you from our program that next slide, please.

Ioulia Rytikova: And this is what to me that’s probably the most interesting slide. But as some of you might uh might also find it interesting, because this is a great summary about our courses. Just a quick. I know it’s. It’s maybe a lot to read, but you don’t have to get into a single uh course. The Id is that this program is uh A consists of ten courses.

Ioulia Rytikova: Um, You have uh three concentrations of three pathways, what we and everybody, every master’s program. We always built a very strong foundation. So that’s our goal. That’s why the first four courses, their core courses that everybody must complete. We recommend to complete this courses first, even though we know that some students get off the sickness. But It’s okay. But still um, Some of the courses they have correct because it’s That’s why you will work closely

Ioulia Rytikova: with the what we call that mason uh uh success coaches or academic advisors. We provide lots of support to this out What I also love about, uh, particularly about Mason and General and particular. Our department. This morning I had a meeting with the executive Director for graduate education in our college, so the entire college, and she told me, while we were discussing our work. Um, she said, that I really wanted to say that to you.

Ioulia Rytikova: But your advisors are just outstanding among all the advisors that I know. I wish I could give them a special word, because they are absolutely fantastic. And it it is absolutely true what they do, i’m, impressed every time they respond right away. They have all the answers, and sometimes it might be some more complex questions, because once you get into a graduate program you might be confused with courses, and then the sequence, of course, and requisites, and the

Ioulia Rytikova: even some. There are lots of questions that you can come up with, especially if you are off the sequence, and they can guide guide students. They help students. They they’re They’re responsive. They’re really good. I I I I wish again I wish I could give them a medal for what they do, so you will be great to support it once you come to our program. So we recommend to complete the core courses first, and then it’s full course, and then six courses would be your uh focus areas. I would say, as you can see some of the questions

Ioulia Rytikova: courses are quite exciting. Well, to me again, it’s all exciting. But in the cyber security field you cover fundamentals you have for cloud computing which is not right now. We got number one another number one topic, and it in cyber security. Uh, and not only there, but just in general. Um, you have to secure a software development. Um, if you look at the and even if you look on

Ioulia Rytikova: uh it’s Yeah. So if you look at, for instance, the data ninety score system. We have quite a few courses on on, on, on big data uh analytics. That’s something that we feel very strongly about. We believe that we can come up with

Ioulia Rytikova: again courses that will help you Not only build a great foundation in the United States, but also we’ll show you some of the tools available out there, and the last thing you is machine learning engineering. We are particularly proud that we have a couple of courses there on the uh of Nlp. That’s nature language, processing. This courses are absolutely uh talk of much because we were the first department that started offering this courses in Nlp: That’s quite again quite a

Ioulia Rytikova: um. And uh, we immediately became quite we quite. We’re quite successful with these courses. Uh, we created multiple courses, and we are planning to add email more. So this is a quick summary on our courses, and if we could continue,

Ioulia Rytikova: alright, Thank you. Well, this slide is probably not very useful. Uh, but this is a screenshot of uh of actually my class. Um! It’s a screenshot of what you will see uh if you’ll get into any online course, I know it’s very small. I I apologize to can’t really read. But this is a great uh a great uh screenshot basically of what you will see when you log on to any course. So it’s all follows the same uh format, the same

Ioulia Rytikova: um, the same uh, even the color and everything. You have an introductory video that talks about the force. Uh, on the left side you have eight modules all these eight modules. They’re uh organized in the same way. We have learning materials. Then we have uh assignments. Then we have discussions, and the students can collaborate with other students on certain topics, and then uh work on the assignments and submit assignments for grading. We,

Ioulia Rytikova: uh in my class, for instance, I acquired Gt. Is to great everything uh with them forty eight hours. So I believe that feedback is pro free. Feedback is critical when it comes to learning. Uh Gt is a agreed uh assignments, a whole like homework assignment, for instance, but all the all the tasks and the major assignments so like projects and tests that’s created by instructors, not by Gt: So I usually like quizzes and all stuff. So they do that. But that’s pretty much what

Ioulia Rytikova: what? What you will do, and we use blackboard. Uh, if you have any experience, if you don’t have any experience, it’s not a problem at all. It’s very intuitive, and I have always. I have students who are uh They were even tried blackboard before, because we have a lot of international students in in our college. Uh, but it’s not a problem, because we give a quick overview of all of blackboards during class one, and then it’s not a program at all. So don’t worry if you have any questions so concerns about technology.

Ioulia Rytikova: And next slide, please.

Ioulia Rytikova: Oh, here we go, and I believe that will be almost all. If I could soon, before it goes to you if I could quickly talk about some. I just remember that I forgot to mention that our department also provides some opportunities. I’m not saying that we give scholarships uh easily to every student who comes. I wish we could do that. We can’t, unfortunately, but we do provide the opportunities for our students. We have. We offer uh a Gta positions.

Ioulia Rytikova: If you’re interested in the search, you can also apply for in Jerry Position Research Assistant, but that’s mostly for students for interested in. Uh, in the in Phd programs, if you are one of those, since for interest, and that’s in different three. Um. But we also offer. So in Gt. Position we also offer um a a great opportunity for students in cyber security. Um. About four years ago our department applied for the first time

Ioulia Rytikova: to the I would say, not even one off, but the top uh program in Cyber Security scholarship program and cyber security. It’s from the Department of defense. Dod uh cyber security program Again: Scholarships. Yeah, it’s very competitive. It’s not just something that that you easily get. It’s it’s for for the entire country. It’s very kind of competitive. It’s very difficult to get uh these scholarships, but because our department works

Ioulia Rytikova: so very closely with the one of the most successful uh research centers in cyber security and almost all faculty from that center. I believe ninety percent of the faculty they work in our department. That’s a great synergy, because because we have such a great relationship with that center, we work together to come up with this opportunity for students, and for the past four years we’ve been receiving these scholarships, which is again great achievement. It’s not very easy,

Ioulia Rytikova: but every year we had uh we were supported quite, quite. We were very well supported by by this program. We did see, if not one, not two, but multiple scholarships per year, and then master students and teach the students in cyber security are eligible to get this at least scholarship. So that’s a great opportunity for your interest

Ioulia Rytikova: interested. Well, that’s all I have, Susan, and back to you. Yes, so we do have a question here,

George Mason Online Admissions: and I love your enthusiasm. So the question is, do most of the classes have the optional class like you do, or does it depend on the teacher?

Ioulia Rytikova: Well, um, it it depends on the teacher. But we we it I Well, the the way it works in academia. We can’t really requires so professors to do to teach a certain way. In a certain way it’s all about um academic freedom.

Ioulia Rytikova: It’s important that faculty have uh have an option to teach their classes uh the way they feel benefits their students the most. So we can’t really say. That’s what you must do everyone. But in general, uh, we as a department, we we have guidelines so recommendations, so in general, uh, most of the faculty that that the teacher like classes. They they all offer these classes or optional class meetings.

Ioulia Rytikova: So it’s just not required.

George Mason Online Admissions: Okay, that’s wonderful. So our teachers amenable to having private zoom sessions as well or

Ioulia Rytikova: absolutely absolutely. So this is what, uh, what? What? In June? What happens is um in in again in Junior, what we here? It’s not in general actually on the country where it’s to have for this hours. So this is something that is required for everyone. Uh, we are required to have what is ours every week, and there is a specific amount of time that we are required to when they are required to be available to the students. That’s again a requirement. Uh and um the way it usually

Ioulia Rytikova: it works. Uh you students. It depends on how it’s like with the member will will organize uh these office hours uh sometimes sound like we’ll see. Ask multiple students to come. If it’s a private question, then it will be discussed, of course, privately, with the students in an individual zoom session. Uh, if if there is only one students, we had a question. Okay, as a question. One wants to meet with. They talk to them. They meet, uh, individually. It depends on the fact with the member. But I, as a director of,

Ioulia Rytikova: and the associate chair. If anything goes wrong, I am the first one to hear, and I never heard any issues about students not being able to contact the faculty or not being able to meet with the faculty. Never, ever So that so? Not to worry about that

George Mason Online Admissions: couple more questions. Oh, this is a wonderful question from Ganesh on an average. How much time do we need to spend per week? I’m a full time worker, and wanted to see if I had the bandwidth for this program.

Ioulia Rytikova: Um, I don’t want to answer this question. Um, because I I have to provide it on this opinion. Um! At the same time, I understand in an honest answer. But um! But I don’t want to scare people away.

Ioulia Rytikova: Um, but I still will. I will tell what this. Why, I will say what the expectations are. Um. Well, first of all, at the graduate level it you work differently than the undergraduate level.

Ioulia Rytikova: The main difference is that at the graduate level you have to.

Ioulia Rytikova: Uh well, I know it sounds um too simple, but you most you read a lot. You You will be required to have a lot of readings. It’s not about just um

Ioulia Rytikova: um like at the undergraduate all some courses you just do assignments. You just need to to just basically complete all of them with stuff like that at the in the graduate level. Um, the Id is to help students not only learn certain skills because we are very hands on. By the way, I forgot to mention this, but our program is very handsome with we don’t have theories. I don’t think we have theoretical courses

Ioulia Rytikova: just pure theoretical courses. This program is not designed to teach students. So like, for instance, some of the research skills, even though in the on ground program. We have that in this course is prepare for for Phd programs. But this particular pathway it’s not designed specifically for Phd:

Ioulia Rytikova: Um, uh, so uh, oh, what what I like about this program, I in that I don’t know If students are aware of this. If If you are, then students, if you know about this, is great. But, um! This this particular program is offered in a uh in eight week Blogs: So this is probably a difference between regular classes and these these these classes, because you will get only one course for eight weeks, and it feels like, you know, like you’re immersed into that program. So you you You go

Ioulia Rytikova: into that into that course. You don’t get distracted with anything else. Just one course you stay very focused,

Ioulia Rytikova: so you do cover a lot. I know It’s a very long answer. I I I apologize. But, uh, uh, there are some guidelines to gain how we evaluate or estimate the number of hours students spent per week. Um! I would definitely say that it’s uh It’s not one or two hours, not even three hours. I I think it’s more than that.

Ioulia Rytikova: Uh, but don’t forget that this is a very intense course. So per week is only one course. Um, and during your Bs degree. I always tell students when you are in a Bs program, because I often get this question

Ioulia Rytikova: in your B his program. You probably uh you took uh four courses for semester. So that was your kind of

Ioulia Rytikova: workload that um here at the graduate level. Uh, and just remember how much time you spent on those four courses, I would say that, uh, at the graduate level, even though you take only two courses. But still the amount of work is uh will be. You will feel it, because that’s uh, that’s you will have to see to to learn at a different level, and you will have to cover quite um getting readings. It’s sort of reading,

Ioulia Rytikova: so it might take. It might take time. I would. I also found, and actually let me quickly finish that. Because this is a difficult question to answer. What I also found is um uh, that it’s quite different for our students. I will explain why we do a lot of statistics because we go right Now, for instance, this year we go through um academic program Review. When our this Ms. It program, it’s reviewed for the past seven years. This is a it’s a huge,

Ioulia Rytikova: and they evaluate each single uh each single course. It’s a single concentration. They They check the entire department faculty our credentials, how we teach what we do. So this is the report that we prepared only the report is one hundred, four to five pages, which is huge,

Ioulia Rytikova: and and what we and we collect lots of data about students, everything we we we know it’s by gender, by ethnicity, by whether they work full time and part time in everything. We look at the different again, where Data Data Science Department, so we can do that. And what we what we know for sure that our students are very diverse. It’s not just the It’s not only uh where they come from, but more importantly to us. As for indicators,

Ioulia Rytikova: it’s their background. It’s so diverse that we get students in certain field areas to our experts, and then we get students who have zero background in it. So they have to take this additional crap course, and that’s where the main difference is. So if if a student has some background in it. That will be easier because they will. They Won’t need to spend that much time on on this courses. If a student

Ioulia Rytikova: it doesn’t have any background at all, it will definitely take longer. So that’s another part of my insert. Thank you for listening, because such a long answer. But I wanted to give you a few ideas.

George Mason Online Admissions: So for someone who wants to change careers and who doesn’t have any it background, but wants to do this program. What would you suggest?

Ioulia Rytikova: Very good question a couple of things that I receive such a very good question? I receive such questions quite often too. Well. The first thing is that you need to think about your background. Uh, do you have a it? Just not just again it. I don’t want to give you just you. You must have this this on that. But in general, were you good to math when you were taking math classes? Did you enjoy? Did you like it? Was it? Okay? Did you really enjoy it, or you hated it?

Ioulia Rytikova: If you hated math, then uh, well, in general it’s a bit more difficult for people who don’t like math, because it’s an indication that it might not be the best feel for you. But um. But if you were okay with Matt, i’m not saying that you were an expert in math. You don’t have to love math just if you don’t hate math. It’s already good to that. Then so it would be nice to have some good mathematical background. It helps in in a stem discipline. No matter where you go, math helps. In general you don’t have to

Ioulia Rytikova: to the members with how to solve problems. It’s not about that. It’s what you already build in your mind when you were taking my classes. Number two is it’s really helpful to have some sort of programming experience? If you don’t have any programming experience at all, I would suggest to take some online classes, and again it doesn’t have to be advanced. Don’t try to get, You know, most advanced classes don’t do that. Just take introductory classes on some common languages, like maybe

Ioulia Rytikova: python. That just takes something python. Then try Java. You just to see how it feels if it feels kind of interesting, or try a sql. That’s a database programming language which is very similar to English. By the way, so try a couple of courses to see how it feels If you’ll kind of like that, then this area might be good for you. What I also can do if you’re really concerned that what I sometimes I receive emails from students who say, Well, Professor, I’m in the program. I am very excited,

Ioulia Rytikova: but i’m so worried that I won’t Do? Well, what can I do to prepare um, and one of the what I can do. I have a if you uh, at least of a few courses that will help you to prepare for programming for programming courses. You might want to take some of these courses in in, in, in, in advance, maybe during summer, if you’re if you’re applying uh in full. If you apply for for the spring semester that you will have, maybe a winter break, And again, just a couple of

Ioulia Rytikova: if you work a couple of hours per day, you will, You will cover quite a lot. You can also contact faculty directly. I will be happy to get you to help you get in touch with anyone, and they can give you specific recommendations to to prepare for their course. But in general, if you take our foundation courses. That would be enough. So we have very good core courses that cover pretty much everything you need.

George Mason Online Admissions: Thank you for that, and somebody is asking with a job, how many classes could one take in a semester

Ioulia Rytikova: uh only two, or just don’t think about? Take it wood into, though don’t even consider that I’ve since students would try even one course, which I I I like very much to you, because if you have a full time job, if you have a family, if you have especially little children,

Ioulia Rytikova: whole grown up to. But it doesn’t matter if you have a if you have a family, even if you don’t have a family, you still have lots of obligations in general, because we are very busy. Everyone is very vis in our days. Uh, in that case. So, starting with a single course, I like that. It will slow you down, Maybe tea, tiny bit. But we all for some of classes. So you won’t get off of the of the track that much. But that one course will give you an idea how it

Ioulia Rytikova: feels, and you can figure out later on, whether you can continue with one person or with two courses, so that, but definitely not more than two courses, neighbor.

George Mason Online Admissions: So when you say two courses. You’re still just taking one course every eight weeks. So completing two courses a semester. So you’re just focusing on one class at a time.

George Mason Online Admissions: And this is a great question for what is asking. Are there any live exams during which students may need to log in at set times?

Ioulia Rytikova: Um! It could be Yes, yes, could be.

Ioulia Rytikova: Um. But what happens is that we are very flexible. Uh, yeah, we we I mean, we’ve sectors. We’re very flexible. Well, the way it works. First of all, we announced all the exam dates uh on day, one or maybe even before that, because I personally like to release my course one week ahead of time. Uh, but on day one everyone is required to have their courses open for the students, and on day one we share the syllabus, and the syllabus has

Ioulia Rytikova: syllabus, and the course it has specific days and times for the exam. Not every course has it some courses. They have projects, for instance, so there are no exams, and the sound half exams the specific time. Um! But if it’s something that prevents you from taking an exam during that particular time, and on the day then you could talk to instructor, and you discuss how to reschedule that. But again, not all courses work this way,

George Mason Online Admissions: thank you, and is asking, Does Ccna and Ccnp help directly for the data

George Mason Online Admissions: analysis? Field

Ioulia Rytikova: Well, could be any experience you get uh it helps uh it’s A. What? What happens with the data science field. I I put it even it a large umbrella data science. And then within this data science field there are so many directions.

Ioulia Rytikova: Um! That’s why I always tell students why it’s my recommendation again. But I feel if you look at Job Job uh jobs available out there that really helps you. You start with the search and for jobs to get some titles you’ll look at the requirements for or uh departments for these job titles, and then you can figure out which field you want to focus on in data science. There is so much. It it’s unbelievable help.

Ioulia Rytikova: How much is going on right now. Every every every few months we come up with a new idea, with some new technologies, new tools, and it evolves very, very fast. Whatever we do right now again, as I was saying, earlier in two years will not be exactly applicable, but with the foundation that you built here in this program you will be able to adopt. So in your new technology very fast, and that’s the goal of what we teachers, what we try to do in this program. We don’t focus on

Ioulia Rytikova: just certain technologies, but our idea is to prepare you to be flexible uh for whatever comes and and be able to do whatever it comes.

George Mason Online Admissions: So another question, if for undergrad you had Islm as a major, would you say? That is a good.

Ioulia Rytikova: It is a good one,

George Mason Online Admissions: and I know that Mason prides itself on keeping the online classes small. What is the typical class size?

Ioulia Rytikova: Alright, I have a great answer for. Thank you for asking, because I can. I can. I can. I say if you words a little more good words about our program, If you decide to come right now. You will be very lucky, because it’s a new program, and we are we? We? We started getting students right away. We were very lucky because we immediately got students, but in some of the uh. So the concentration for

Ioulia Rytikova: so, since it’s a new program, and during the first year you usually don’t get like thousands of students. So um! That’s why our consultation courses have very, very small uh number of students

Ioulia Rytikova: uh in some course, and even less than ten students, which in this context it will change very soon. So don’t wait to one. But in general we that’s a very good question, because we? Uh, we certainly uh, we. We know we know quite well what some of the universities do uh our position about that is that we don’t like large classes. Currently we limited to to twenty, five

Ioulia Rytikova: and uh we we even even though uh, again, if the if the universe is not the department, if the Universal says that we want to. We shouldn’t. We need to increase class, then that will do so.

Ioulia Rytikova: Uh, but but it’s not our decision. The Department uh feels quite strongly that we didn’t have a research again on on learning sciences. So we always do research. But we even uh we, and have a very good research to back up what we, what we uh, what we believe in that small classes, that this fish at the graduate level would be uh more efficient and effective for learning, no matter what that doesn’t matter, even though if it’s if it’s a simple course, it just introductory course or during

Ioulia Rytikova: advance course doesn’t meant that um, and plus, it’s important to us, because we have again a very diverse population of students. It’s uh it’s. It’s It’s not very easy to bring uh all things together to where we want them to be at the end of the course, and they have a small, relatively small class. Size is one of their key uh keys. Um concerns here.

George Mason Online Admissions: That’s wonderful. Thank you.

George Mason Online Admissions: Another question. How much of a focus is there on programming slash development in the coursework for the Cyber security track for core classes, such as data. Algorithm Is

George Mason Online Admissions: this a use case where you’d recommend brushing up before the semester starts

Ioulia Rytikova: all right. Excellent question. I have a feeling that this person who asked this question already has at least some background in it, or maybe on computer science. By the way, this question is formulated. Uh: Well, so Five: Well, okay, So programming is the Cyber security. Concentration is not heavily based on programming is not

Ioulia Rytikova: even though it’s still required. So that will be part of what you need to do. But it’s very different from what you see in the computer Science Department, for instance, and I always get this question: What’s the main difference between Cs and it?

Ioulia Rytikova: The difference is very simple. Cs. Focuses on theoretical foundations. We are very practical hands on.

Ioulia Rytikova: We want you to learn how to to work on uh on again, to use technologies, tools, but we don’t go all the way deep, deep down there. That’s why our courses are not heavily focused on programming, or, for instance, math, though math background is always good. But we Don’t require, for instance, to have math to get into into our program. It’s what you happen to be a degree that the general math requirement. It’s it’s not for us. Um. But going back to uh a A. I T. Five to twelve

Ioulia Rytikova: data data algorithms, then. Um, this course is uh is based on Java. If uh, if you, if you never had any programming experience, you’ll probably not the students who asked the question. But a student, If a student never had programming experience. He will, or she will probably be admitted to provision in it. And that’s that additional prep course at five hundred and two. That course specifically focuses on programming principles.

Ioulia Rytikova: So you will go over uh everything you need to be prepared for five hundred and twelve. What some students do. That’s also quite common. Some students get into five. They’re accepted uh without provision. Uh, and when they start taking five twelve, they feel that it’s too much. Then they drop five to twelve, and they take five o two, even though it’s not needed for this program. But they say that’s fine. I want to take five or two I will be better prepared, and I highly recommend that to be honest,

Ioulia Rytikova: you can take other courses online programming courses, which is fine, too. But five hundred and two is really focused on what we need you to know to be successful in five to twelve, particularly. So that’s a prep course for particularly five to twelve. We know that this is one of the toughest areas for our students. Against this We’ve been working a lot with our students. We collect data, we do. We do surveys. We collect feedback from students, and we try to um to provide again the best support we can for the students for the curriculum. I don’t want to be developed.

George Mason Online Admissions: I think that’s amazing.

George Mason Online Admissions: Another question. Are classes more project practice based or lecture.

Ioulia Rytikova: Oh, huh? Great question. Uh, I don’t have. I don’t have time. I know It’s already almost eight Pm. But if I have time I will give another one hour. Lecture about what we do but very quickly. The reason why our faculty are getting outstanding teaching awards. It’s not just because we’re amazing, but uh, it’s because we follow closely in our universe, and just Mason, we have a wonderful center for teaching and faculty. Excellence is outstanding. I don’t know what are you?

Ioulia Rytikova: But our center is just simply outstanding. They work with faculty close to to help them create a classes where students will be uh engaged, their classes that are interesting where students can fully participate, feel comfortable comment across again creating the environment where people want to be getting back to to the original question. So that’s why uh a lot of our classes uh that. Not well, probably. Again, we’re

Ioulia Rytikova: hands on so many of our faculty. They incorporate what’s called active learning in our classes. Um. In some of the classes. It’s not just incorporating some of the elements, but we actually teach. We have a I know it’s for in person classes, but what we discovered, since we were also a couple of faculty in our department. They were the first one, once in the entire University who site, working in the active learning technology classrooms seven years ago. Universe, George Mason. They start and build

Ioulia Rytikova: these these classrooms. And the way you teach there is completely different from what it what it used to be, instead of this large lecture hall, where it is to take an app when it professor gives a lecture sometimes. So instead of that, there’s a great environment where students don’t listen to lectures. They have a I. I do this, too. So I give a very, very short lecture, maybe three, four, five minutes at most. And then the practice we get practice problems. We get exercise students work together, if you remember, while on the slide.

Ioulia Rytikova: It was talking about collaborative environment. That’s what it is, and you might say well, but it’s in person so well you know why it’s probably both. It’s not different. Well, it is different, but not that much. Because again, when we teach, we do this optional class meetings with students. That’s where we asked in this to work together, to collaborate, to participate. We never, We usually get up, never. But we don’t usually have a like three hour lecture. It’s it’s absolutely useless in an online environment.

Ioulia Rytikova: What we do, we try to give a a short lecture that we work on practice problems for exercises and and um and and discussions What? What we also do. I just said anything with my with my colleagues uh this afternoon, and we talked about uh some research uh

Ioulia Rytikova: for research uh research initiatives that we want to incorporate into this program. And um, And everybody said that we have discussions. We want students to discuss

Ioulia Rytikova: what sound faculty to do in this online class. If it’s a large plus, then we create, uh, we create the stack groups, and then students will be uh separated into different the rooms, and then they will have their own discussions. Then a professor will jump between all the rooms, and then the Cisco back to the entire class. And then, if there is a a class discussion, so there are different ways to do that.

Ioulia Rytikova: Very active. Yes,

George Mason Online Admissions: so I know we’re getting close to the bewitching hour. Another question, though. Is that possible?

Ioulia Rytikova: Yes, I’m. I’m here as long as you. Oh, terrific! Oh, my goodness, thank you. So this student is asking My Gpa. During undergrad was not the best, but I excelled in courses core to my educational discipline, which was Mis. In addition to two recommendation letters. Is there an option to attach a supplemental letter of recommendation to the application from a Professor Slash advisor from undergrad? Absolutely. Absolutely.

George Mason Online Admissions: Okay. So I think they’re asking like written letters. Is that okay? Wonderful, perfect? And you can add as many references as you’d like, but at least two perfect. Thank you.

George Mason Online Admissions: And another thing that I wanted to mention is that we have a wonderful career services at um at Mason. Um to help you once you graduate. Um, Yeah, Um,

George Mason Online Admissions: Any more questions for this evening, And of course we focus on the program itself. Um, if you aren’t already working with an admissions representative, please feel free to. I’m going to forward this slide, reach out so that one of us can help you with the application process. It sounds like a fantastic program.

George Mason Online Admissions: Oh, thank you very much, and and i’m not a tech person in the least, but it’s like I want to sign up so. Um, it’s really Um, it It sounds amazing. So Um.

George Mason Online Admissions: Okay. Last call for questions. Okay. So somebody Well, thank you very much, for Thank you. Yes, thank you so much, doctor. It was very informative. I hope everyone has a lovely evening.

Ioulia Rytikova: Have a good night, and again i’d like to thank all the students. Thank you for coming all I mean, not students, but everyone who was interested. I know it’s very late, and this time you probably want to get back to your family, but I really appreciate that. It took the time to come to to visit us, to listen to what we have to offer. All I can say is that we do have a great program. This is true, but I always tell students well choose what’s right for you. So think about what you think is important for you, and then choose the program that that you feel feeds you.

Ioulia Rytikova: So I hope to see you in our program. Goodbye, everyone.

Masters in Economics Transcript

George Mason Online Admissions: Okay, So we’ll go ahead and get started with the Master of arts in economics, spring virtual, open house. We say spring, because right now we’re accepting applications for the January seventeenth start date, which is our spring term. My name is Stephanie Racine, and I work in the admissions department. I may have had the pleasure of speaking with some of you already. We here in admissions are always happy to answer all of your questions about the program.

George Mason Online Admissions: After this presentation we’ll be posting all of the admissions, information, our phone number and ways to get in touch with us. We’re also going to read all of the questions that you all have typed in in the Q. A. Section and let Dr. Coyne, our program director, answer those for us. So again Um, take note right now, if you can. The black screen or the black uh

George Mason Online Admissions: the black bar At the bottom of your screen is A. Q. A. Section. If Dr. Coin mentioned something tonight that you have a question about just type it in, and we’ll read your question at the end of the presentation. So without further ado, we’ll go ahead and get started here, and we’ll take a look at tonight’s agenda.

George Mason Online Admissions: So tonight we are going to meet our program Director. Um for the Master of Arts in Economics, Dr. Christopher Coin. He is also a professor at George Mason. We’ll learn about the May Masonic Masonomics tradition, the value of economics, some details about the curriculum. We’ll learn a little bit about the faculty, how the online classroom room works, the admissions, requirements. And then, of course, that question and answer section. We already covered this. So again, we’re going to use option Number three. Here. Use the Q. A. Section to type your questions during the presentation, and we will answer those at the end.

George Mason Online Admissions: And right now, um. We are in for a real treat because our program director, Dr. Christopher Coin, is on with us today, so we’ll go ahead and thank you, Dr. Coyne for joining us. I’m going to turn this over to you so you can tell us a little bit about yourself and some of the things that makes our program great.

Chris Coyne: Well, thank you so much for that introduction, and, thanks to all of you for taking a time out of your day to to come visit um A. As was mentioned, I might

Chris Coyne: faculty member in the Department of Economics at George Mason, I. A professor of economics, and I also oversee the online Ma program and economics which we’ll be discussing tonight.

Chris Coyne: Uh, I also want to just mention that i’m a a product of the program. So I I did both my masters and my Phd. In economics at George Mason. I uh started in. Oh, gosh! I’m getting old in two thousand and one

Chris Coyne: uh and graduated in two thousand and five, and then I I had a held a couple of other academic jobs before coming back as part of the faculty in two thousand and ten, and I’ve been here ever since,

Chris Coyne: and I I love the program. I am passionate about it Uh, it’s the only program I personally applied to when I applied to graduate schools in nineteen ninety-nine and two thousand. It’s the only bowling program because I knew I wanted to to attend, and the reason I wanted to attend is because of the rich and unique tradition.

Chris Coyne: Uh, that is, at the foundation of our department. And so, if we can advance one slide. I want to talk a little bit to start this conversation about that tradition,

Chris Coyne: because it is what makes our program and our approach to economics unique, and and George Mason University is a relatively young university. Uh and um,

Chris Coyne: But I mean what we’re talking really in in the late seventies, early eighties. Um, which, as far as as a a a large State university, goes as a relatively young. But it it is the largest university in Virginia. It is considered in national rankings among one of the most up and coming universities for young universities.

Chris Coyne: Uh. And the Economics Department is unique, and what makes it unique is that we have historically two Nobel prize winners in economics

Chris Coyne: that we’re part of our faculty and foundational to our program. And so the the main inspiration behind our our program behind what i’ll call the Masonomics. Tradition is Fa Hayek and James Buchanan F. A. Hayek, won the Nobel prize in one thousand nine hundred and seventy-four, and he was central in terms of his influence on the origins of our department and specifically the focus on market process theory. And so in the early nineteen eighties Hayek came in and

Chris Coyne: visited. George Mason gave a talk in the Department. I actually think it’s on Youtube at all. Video of it now. Um him him speaking on on some of his work. Uh, And so that’s certainly one influence.

Chris Coyne: James Buchanan was part of the Gmu faculty, starting in the early one thousand nine hundred and Eightys, and he won the Nobel Prize in one thousand nine hundred and eighty-six, and he won the Nobel Prize, which is the highest honor and award in the economics profession for his work in what’s called Public Choice Economics, which is one of the things that our department is known for for

Chris Coyne: uh, throughout the world. Uh: so we have market process theory that is, is influenced by Hayek and and those that are in that tradition we have public choice economics that is associated with the pad and and those in that tradition.

Chris Coyne: And then the third influence I want to mention is Vernon Smith.

Chris Coyne: Vernon Smith came to Gmu the same year. Uh, I started in graduate school in two thousand and one, and a year later he won the Nobel Prize in economics for his work in experimental economics he is considered, uh one of the founding fathers of the field of experimental economics, and so that tradition is also uh

Chris Coyne: part of the fabric of our department and part of our program. And I I mentioned this, both to give you all insight into that rich tradition. But I don’t want to be purely backward looking. I also want to be forward looking, and so one of the things I like to. The way I like to put it is tradition for today.

Chris Coyne: So we have this rich tradition. But we want to think about how it applies to economic understanding uh analysis of contemporary issues, providing students with the tools that empower them to be effective Economists uh here in the here and now.

Chris Coyne: But keep these thinkers in the back of your mind, because when we, when we advance to the curriculum in a little bit, you’re going to see courses in these various areas as part of the elective package that you can choose from, and there they come out of this tradition and i’ll. I’ll mention that again when we get there. But I wanted to lay that uh for a kind of groundwork before we moved on,

Chris Coyne: and so let’s turn to the next slide if we can, because I want to say a couple of things about what it is that we do, and for any of you who are familiar with masonomics and the Gmu faculty.

Chris Coyne: You’ll realize that we place a very strong value on four key areas. Uh one is academic scholarship and research. The second is uh uh teaching. And so we we take pride in teaching at all levels, undergraduate, graduate

Chris Coyne: on the ground programs, online programs and so on. So we take a lot of pride in in communicating and teaching these ideas to to to students who want to gain these skills to themselves be effective economists.

Chris Coyne: The other two things that we do that some departments of economics do, but not, I don’t think as consistently as we do is we are involved in policy conversations.

Chris Coyne: So we think about economics, both in a purely academic sense for scholarship. But we also think about that in terms of impact on policy, for understanding real world implications, and I’ll. I’ll come back to this later and give you a concrete example of it when I we return and talk about faculty later on. And then, finally,

Chris Coyne: one of the things our department is really amazing at is in terms of communication and outreach. And so, again, any of you who are familiar with our program. Know the blog marginal revolution

Chris Coyne: Marginal revolution is one of, if not the most well-known economics blog, and that’s run by my colleagues and it was founded by my colleagues, Tyler, Calendar, and Alex Tab

Chris Coyne: not long ago. Unfortunately he passed away about a year and a half ago, but Walter Williams, who is one of the most famous communicators of economics to public audiences, was found a foundational part of our faculty and

Chris Coyne: influence. The way that our department does economics. And so one of the things we really take pride in is not just being in a narrow silo

Chris Coyne: where we are narrowly focused on academic research and talking to other academics. That’s important, and we do that. But one of the things we value greatly is taking the tools of economics and utilizing them and working with our students to

Chris Coyne: develop and cultivate the skills that allow them to utilize those tools, to communicate with a broad range of audiences, not just policymakers, but going on Tv

Chris Coyne: and talking about economic issues, writing op-eds, um communicating with the general public whether it’s, public talks, or whatever else whatever else you do. And it’s these four things that our department values greatly and tries to operationalize through our various programs.

Chris Coyne: The one we’re talking about tonight is our online Ma program uh, And so let’s transit transition and talk a little bit more about the specifics of that program given this foundation.

Chris Coyne: So let me just say a couple foundational things, and and some of this is on this slide, and some of it I I know that you are thinking about because I

Chris Coyne: help set up the program, and I’ve done numerous open houses and interacted with a lot of applicants and people who are interested in the program. And then people who enroll in the program. So I know these are are things that people are thinking about.

Chris Coyne: The first thing I want to make very clear is that this program is one hundred percent online. It is an online program. That is the purpose of it. We offer a on the ground program as Well, So if you’ve been to our main website, you’ve seen that.

Chris Coyne: But they are distinct programs.

Chris Coyne: This program, though, and this is what I want to make clear, because it’s oftentimes a point of of of confusion or question is a Ma in economics. So even though you are doing an online program, and that’s the value of it for a lot of people that that modality of delivery you are receiving a fully accredited

Chris Coyne: masters in economics from George Mason University. Your transcripts will say that your degree will say that it will not be marked that somehow you did online and other people did on on the ground.

Chris Coyne: And The reason I raise this is because some people have a concern often rightfully so. I understand why that somehow this is different than a regular master’s degree, and it’s not for all

Chris Coyne: intends and purposes. It is a

Chris Coyne: regular, fully accredited thirty credit masters degree.

Chris Coyne: So then, how does this look? Well? It follows the same kind of general structure as our on the ground program with one distinction. And again, I I want to mention this, because if you’re looking on the department website, you might be confused, and so let me kind of start from the ground up, and then i’ll i’ll highlight that

Chris Coyne: distinction at the end, and say a little more of it. So we have five core classes, same as in our on the ground program. There’s a a a survey of econometrics or applied toconometrics class. There are two microeconomic theory classes, micro one and micro to there’s one macroeconomics course, and there’s a math econ course.

Chris Coyne: Those are listed there by the catalog course number. It’s not the order you would necessarily take them in, but that’s the listing,

Chris Coyne: then,

Chris Coyne: and these are three credit courses, each by the way. So that’s that’s fifteen credits right there in the core classes. That’s half of the total thirty credit requirement for the overarching degree. So then there’s five classes left,

Chris Coyne: and one of those is required the capstone. And then you have four lectures, and i’ll come back to capstone at the end. The electives that we offer, I think, provide a very nice

Chris Coyne: set of options for students to customize their program of study, and what I mean by that is students, and we have this right now as well as in the past. Students that have graduated, let’s say students are interested in uh

Chris Coyne: further developing their statistical capabilities. So they’ve taken the applied to kind of metrics course. They would choose uh the causal inference course Causal inferences focused on statistical analysis and the ability to isolate causation, as the name implies,

Chris Coyne: others might be interested in um public choice economics. I mentioned earlier, so we have an elective in that or experimental economics or market process theory. Um, or some students are interested in institutions and economic development. The comparative economic systems course would be for you.

Chris Coyne: And so you have the ability to select from amongst these electives to customize your what, what your interests are, what you want to pursue.

Chris Coyne: The final course which is required is a capstone course. And again, this is the distinction now between the on the ground program and the online program, the on the ground program,

Chris Coyne: the students don’t take a capstone course, they need to pass a comprehensive exam. That comprehensive exam is a exam that is, um cumulative of the core, meaning the two micro classes in the Macro uh class, and they have to sit and take an exam.

Chris Coyne: Uh, and you will not have to do that in the online program. Instead, we have a capstone course, and that capstone course is, as I mentioned, required, and it is meant to be the culmination of the program. So it’s the final course you will take, and it is meant to allow you

Chris Coyne: the space to kind of flex your economic muscles that you have developed throughout the program. And so there are really three parts to that capstone. Um. One part of it is the application of micro macro concepts

Chris Coyne: uh a second part is creating a presentation based on existing research. And the third part is replication. Uh, it is replicating an existing study uh, or extending that study.

Chris Coyne: Uh and uh, I can say more about that during the Q. A. If If you want, give you some concrete examples of of some projects students have worked on who have been in our program and been successful in our program. Uh, but i’ll i’ll uh stop

Chris Coyne: talking about the capstone um for now, and move on just so we can uh get to the Q. A. Quicker.

Chris Coyne: So I mentioned before our kind of diverse faculty in terms of our approaches and the things we value, and I wanted to highlight a few examples of this. And so uh, the top

Chris Coyne: image here is from marginal Revolution I that’s the blog I mentioned earlier. And so Tyler Cowan. And again I mentioned Tyler and my colleague, Alex Tabrak run the blog

Chris Coyne: uh Tyler, is uh famous in the field of economics. He is a public intellectual who speaks and uh writes for audiences all around the world. Uh and uh, what it one of the things that one of the many things I admire about Tyler is his ability

Chris Coyne: to communicate very complex economic ideas in a short amount of space, and it’s really a talent. And to communicate these ideas and engage intellectual ideas in five hundred words. And uh, so that’s something that that is, is, as I mentioned earlier kind of a fundamental part of our

Chris Coyne: Uh program, the image below that the value of Georgia certificate of need loss perfectly illustrates one of the points I raised earlier about our focus both on academic research, but policy relevant research. So this is this is a this: screenshot is an image from a policy study that my colleague, Thomas Stratman

Chris Coyne: did. Thomas Stratman Uh. Designed two of the courses in the program, the public uh choice class, public choice, public finance class, and the causal inference class that is part of the online program. And among the the type of research he does. Academic research is studying certificate of need, loss,

Chris Coyne: certificate, elite of of need laws for those of you who, don’t know are our State Level law States in the United States. And they basically say, in order to expand medical facilities, health care facilities. You need to go through a regulatory regulatory panel and get a certificate of need in order to expand

Chris Coyne: uh and the logic behind. This, of course, is that the Regulators can keep a a close eye on the health care industry, but it also restricts competition.

Chris Coyne: Uh. And so Thomas Stratman has done empirical academic research on that, and found that a surrogative need laws. Don’t necessarily improve health care quality. He’s taken that academic research and done numerous

Chris Coyne: policy studies, and also testified in front of the Georgia House of Representatives. And so this shows

Chris Coyne: quite nicely how academic research can feed into policy. Research can feed into being a value added member of the Polity in terms of communicating academic findings to political actors for a topic that has significant implications for human welfare.

Chris Coyne: Uh, we’re talking about the ability of States to provide health care to their citizens in an effective and in in quality, manner, and certificate of need. Laws are are one important aspect of that.

Chris Coyne: The final point I’ll Highlight, is this book that is, uh

Chris Coyne: authored by it’s co-authored. Uh, but one of the authors on is my colleague, Peter Becky, who designed the comparative economic course in the online program. Uh, and he is two cauters, one of them, Vlad Tarco, I should mention, is a graduate of our Phd program

Chris Coyne: um as well. But this is an academic book that is published with Oxford University Press,

Chris Coyne: and it’s on public administration. Uh. And so one of the really unique aspects of our program beyond the ones I mentioned earlier is that our faculty are highly interdisciplinary.

Chris Coyne: They are economists by training. They teach economics, but they recognize that economics is a discipline

Chris Coyne: requires us to appreciate the complexities and nuances of the world. The economy, economic activity doesn’t take place in isolation. It is embedded in society. It is embedded in politics. It is bob embedded in public administration.

Chris Coyne: And so we always emphasize, we being the faculty at at George Mason University, the importance of students having a well rounded background. And uh, uh, you see that if You’re familiar with our faculty, and this is one good example of it.

Chris Coyne: Again, Pete and K. Authors wrote this book that approach issues of public administration from an economic perspective,

Chris Coyne: but would be of great interest to people in public policy. Uh, who would be in to interest in people uh in the area of political science, it would be of interest to both academics, but also practitioners of policy.

Chris Coyne: And uh, I selected these three options because I I really think they capture many of the unique and salient features of our program.

Chris Coyne: So if we can advance to the next slide,

Chris Coyne: I wanted to show you some screenshots of some of the classes, because one of the the common questions I get, and we can talk more about this is well, how does this all look so? Some of you might have taken online courses before. Um, Some of you may not. And that’s okay, either way. But even if you have taken online courses they might look different than what this program

Chris Coyne: uh is is set up to do. And so um a a couple of things and and some will reiterate things, I said, and some will hopefully build upon it. Number one. Again, this is a one hundred percent online class.

Chris Coyne: It is structured as being asynchronous. So one of the things I want to make clear, so that you can uh um both ask any questions you have, but also appreciate this point to make sure this is what you’re looking for. When I say it’s asynchronous, you can expect it to be a

Chris Coyne: standard traditional program, Where? Okay, you show up on Tuesday evenings for three hours of lecture time, and then you go home, and you don’t see uh uh the Professor, or anything like that again until the following week, like a normal

Chris Coyne: traditional in-person structure would be. It’s asynchronous in that the material is what we call module. So there’s eight modules per class and the material is online, and each of those modules is a weak law, and you engage the material throughout the week.

Chris Coyne: There’s an instructor. There’s a professor. You have the opportunity to interact with that professor. But there is no,

Chris Coyne: it is not based around synchronous meetings that are set. That is not what dominates the the program like an in-person program, there are for some courses

Chris Coyne: synchronous options, meaning that that professors hold um some synchronous meetings. Oftentimes they’re optional because one of the great benefits of an asynchronous program. And one of the reasons students typically select, it is because it’s asynchronous is because it grants you significant flexibility and a a a much greater degree of ownership and customization compared to an on the ground program over the when you do the content.

Chris Coyne: So what do I mean by that.

Chris Coyne: I was just talking to someone in the program. Um, yesterday. Th: This This student is currently in the program, and this student has a a job and two kids,

Chris Coyne: and they are in the masters program, and the reason they selected it. I I was just out of curious asking why they select the Perm to to hear people’s backgrounds and out of interest, precisely because of this flexibility, because it allowed them to

Chris Coyne: work their work schedule. And this student was telling me. In some cases, you know, they they have somewhat of a regular work schedule, but at random times off to stay later or come in earlier, and then, of course, they have to come home and and uh take care of their kids and spend time with their kids and put them to bed, and so on, and the asynchronous aspect gave this person the flexibility to work on their own schedule. If they woke up early one morning and time before work they could do some of the work. If they were late at night they could do some of the work, the weekends, and so on.

Chris Coyne: And so that’s that’s one of the real significant benefits of the uh asynchronous format. Uh, and the there’s no single set structure for all the classes they vary, and how they look, how they feel. And that makes sense, because each course we customize to

Chris Coyne: uh meet the the needs of uh communicating the content effectively, and so um up in that.

Chris Coyne: Let’s see on on the left hand corner the top. Yup! That’s me. Um! This is the uh market process theory class. I designed the market process theory class, and among other things, just to give you a sense because I can speak to that class in terms of the structure and workflow to give you a sense of of one elective. How it looks. Um!

Chris Coyne: There’s weekly

Chris Coyne: slides that you would look through. There’s weekly lectures that I recorded short to not like be standing there in front of a whiteboard for you for an hour. They’re short kind of informative videos, and there’s a discussion for them,

Chris Coyne: and there’s a short writing assignment each week that allows you to. Uh, apply the concepts that you’ve learned and to interact with the instructor. That’s the purpose of the discussion, forum. As well to ask questions to interact with your colleagues and to interact with the instructor

Chris Coyne: Uh A. And so That’s an example of um. What that class in the bottom

Chris Coyne: of this slide. That is my colleague, Joanna Mullerstrom. She designed two courses to the program, The Econometrics course, and the gender Econ class, and uh, likewise her class consists of a variety of videos of content that you read on your own, just like you would in a normal class

Chris Coyne: erez agmoni and opportunities to engage in a variety of online exercises. So you’re seeing one exercise on the left. That is a iterative kind of exercise that you walk through one hundred and fifty

Chris Coyne: uh in order to make sure that you have internalized the the relevant concepts. And So again, there’s no single structure a class across the the classes. Um, you know, for for micro one, for instance, which I I also am the uh instructor of I designed micro one,

Chris Coyne: the six eleven class. That class is slightly different than the market process theory class, and that one there are, I recorded a series of of many lectures, so each module might have ten, many lectures on the broken down by topic,

Chris Coyne: and each mini lecture is anywhere from three minutes up to ten minutes. And the way I structure that is, these many lectures again, you can what they they follow in a linear manner they build upon one another. But you don’t have to sit there and watch an hour and a half of me just talking at you

Chris Coyne: instead. You can break them into small chunks and say, Oh, I have five minutes now. I have ten minutes. I can watch this. I can digest and process the material, and then move on when i’m ready. And so that’s another example to to provide you another alternative

Chris Coyne: kind of framing of how it might look to the market process theory class. And again I can answer more questions about this during Q. A. But I wanted to give you a flavor of how some of the interface looks for some of these classes, because for those who have an experience online teaching. And even if you did, uh, you know, for instance, during Covid this looks very different. These are set up as online classes. So you know, I know a lot of schools during Covid pivoted to online,

Chris Coyne: including here, George Mason. But there we were on zoom kind of flying, you know, by the cuff kind of saying, like, All right, You know, we’re online. We’re discussing. These are designed forces and effort and resources and careful thought has has gone into structuring them

Chris Coyne: to present the material in a way that we believe uh empowers you as a as a student to learn and to gain value. So if we can move forward.

Chris Coyne: Um, did you want to say a few words about admissions?

George Mason Online Admissions: Sure. So thank you, Dr. Quinn. I love this screenshots. I thought you did a great job of capturing how the online format works. So I’m Stephanie Racine um Myself and my colleagues work with you all throughout the application process. Right now we’re accepting applications for the spring term that starts on January seventeenth. You don’t need a bachelor’s in economics to join this program. We do see people from varied backgrounds. We look for um a a wide variety of things in a candidate,

George Mason Online Admissions: so they look at the files very holistically. But you will need a bachelor’s degree from a regionally accredited institution, or if you went to see to school overseas an evaluation, and we can help you with that. If you talk with us individually, will, of course, need your transcripts, which we do try to obtain those for you, if your school will release them. Your resume two letters of recommendation that are professional in nature. We actually make that very easy for you. All you need to do is to put the two people

George Mason Online Admissions: email addresses on the application, and then we send a short form via email. So those can come from a current or a former instructor, supervisor, colleague, or other professional um reference. And then, of course, a statement of purpose. Essay.

George Mason Online Admissions: So, um! You still have time to submit All of these items. We, in the Admissions office work with you throughout the application process to give you feedback on your file. Um, We handle your registration if you would like, so that gives you more time back to do more important things. And then you have a student Success Coach, who will stay with you during the program? Is there anything you’d like to add to that, Dr. Coy: Yeah, thank you very much. I think that that summarize the process very nicely. I I did want to highlight two things, if if I may.

Chris Coyne: The first is I i’d like to highly encourage you, if you go through this process to spend a little bit of time in the statement of purpose, and and and really

Chris Coyne: use it as an opportunity to

Chris Coyne: be yourself. And and here’s what I mean by that. You know I I I review, by the way, the I i’m the lead of reviewing all the applications, and I I I was involved in designing this program from the ground up. So I’ve been involved from from the beginning. So I’ve seen every applicant that has come through this program,

Chris Coyne: and we do read every application and every aspect of it.

Chris Coyne: Um, as as was just said. But the statement of purpose is always my favorite part, because it’s the one part where you really get to know the applicant. Because if you think about it, your transcript to your transcripts. You know It’s they. They represent you, of course. But you’ve done that already. Your letters and recommendation. They’re going to be wonderful. You’re going to pick people that can speak to your strengths, and that’s wonderful. But the statement of purpose is the one page or the two pages. However long you decide to make it where you get to tell us the the Admissions Committee about yourself. What! What? Who are you? What

Chris Coyne: excite you about economics? Why do you want to come to George Mason. Um, Just imagine. You know that you’re sitting here talking to me casually. I mean, write it professionally, but but as if it’s you. You’re explaining why you’re going down and don’t be afraid to be,

Chris Coyne: You know, to say what it is that excites you. And and and you know that those are the best ones, and and we get a lot like that like I want to come to George Mason because of X. We have students that come here because of the market process theory because of public choice, because of

Chris Coyne: um, certain interest in certain areas that that our our courses allow them to pursue, and so on. The other thing I just wanted to mention is on the the bottom of the slide. Um on the completed courses. This is a very common question. I get

Chris Coyne: so as was mentioned to it. Right? You don’t need a degree in economics to apply

Chris Coyne: um, but you also um

Chris Coyne: don’t need certain economics classes. Yeah, you don’t need to agree, and you don’t need certain classes, so there are No, these are not required classes. I know it says that their rights want to reiterate that because people often forget or or overlook that. That, said I. You know I I would

Chris Coyne: urge you to make sure that you’re comfortable with the equivalent of intermediate micro intermediate macro. At least one semester of calculus, if not to. And in some basic statistics and and those Don’t have to be formal classes. You know one of the we live in a wonderful time where there’s so many online resources.

Chris Coyne: Um, in addition to physical resources that you can purchase and look through on your own time at home. Um, that you can access those courses online and that material. Um, but having that kind of baseline will will

Chris Coyne: uh empower you to succeed from day one. And we, you know, as you can imagine, this program, we have an amazingly diverse student body.

Chris Coyne: We have some people that just came from undergraduate, and they were economics majors. We have other people just came from undergraduate, and They’re not economics, majors. They major in something holy outside of economics. We have people that studied economics, but it was fifteen or twenty years ago.

Chris Coyne: We have other people that are professionals who don’t have a degree in economics, but they want to advance their careers that goes from people in the private sector and consulting in banking. We have people in the nonprofit sector. We’ve had high school teachers of economics

Chris Coyne: who teach ap economics and who want a master’s degree in economics to aid them in their ability to effectively communicate economics to their students. We’ve had Government employees,

Chris Coyne: people from the Department of Defense uh, and others who who have been part of the program. And so our our background is uh of our applicants is amazingly diverse, and that’s one of my favorite parts of this program because of the structure of it.

Chris Coyne: Um. It really enables people from a variety of different backgrounds to take advantage of it, because they can. Uh, you know they they can pursue the online format which which affords a unique opportunity to people. And so I think we can perhaps open it up. And if there’s any questions or comments that people have

Chris Coyne: um, i’d be happy to do my best to answer them.

George Mason Online Admissions: Yes, so I saw a few more people trickle in during the presentation. So for those of you that just joined us along at the bottom of your screen is a Q. A. Uh. Button. So now is a great time to type in all of those questions that you have for Dr. Coin and I see we already have a question here. So the elective courses shown on the slide are different than seen online

Chris Coyne: market process. Fear and comparative economic systems are not currently listed. Do these change by semester? If so, what is the full list of electives?

Chris Coyne: People who oversee the website to get those two added. So here’s here’s what. Let me explain why that’s the case and then answer your question. So this program rolled out now. It’s um, I guess. Two years ago, and originally we didn’t have those two electives um as part of the offerings, the comparative market process. And so that’s why there’s only the um selected list on the website. Those are the ones that are offered at this time. So

Chris Coyne: now the list I put up on that earlier slide is the complete list. So it’s the list online plus comparative and market process theory. All of these classes are offered on a rotating regular basis.

Chris Coyne: The only thing that influences, whether they’re offered is you meaning the student enrollment.

Chris Coyne: And so in my entire time doing this. So So in our three years of of doing this, we’ve had one section of gender economics cancelled because only one person signed up for it, and it was like in the spring semester, and they were able to register for another elective and then take gender economics the next round it was offered.

Chris Coyne: So we offer these on a regular cycle, so the ones that I put up which include comparative and market process theory are in the regular rotation.

George Mason Online Admissions: Yes, and Craig Um, if you need, I can email you this slide with the current curriculum, and I believe we we have it in the templates that we send out to prospective students, so you can just let your admissions representative know, and i’m jotting down your name, so i’ll make sure that you get the correct curriculum.

George Mason Online Admissions: We also have a question from um Shawn about. Does the program accept Klep credits?

Chris Coyne: Um. I do not know what our collect credits.

Chris Coyne: Yes, if you could elaborate, I I know in the past I’ve had people that have maybe opted out of certain courses in college, through high school or through testing,

Chris Coyne: allow people to earn college credit. I I I apologize. If I miss

Chris Coyne: stating that if I am staying that correctly, then No, because um, those are um undergraduate level

Chris Coyne: credit, which we wouldn’t, we wouldn’t take that as you couldn’t transfer those in for credit.

Chris Coyne: Um, if that’s the question being asked,

George Mason Online Admissions: and i’m not sure if you were referring to the courses listed that we recommend coming into the program. But, as Dr. Queen said, those are not mandatory. Um, So there really wouldn’t be a need for clap credits when you’re in graduate school it starts over at a new allotment of credit. So this is ten courses for thirty credits, whether you you know, regardless of whether you took the classes at the undergraduate level.

George Mason Online Admissions: And if you have any questions about that again. You can reach out to your admissions, representative, and send your transcript, and we’ll take a look at it. Um! We have another uh question, Are you we using currently physical textbooks, online resources, or a mixture of both?

Chris Coyne: Wonderful question. Thank you. It’s A. It’s a combination, and it varies from class to class. So I say it’s a combination just to just to reiterate. That means online resources, physical textbooks, or um,

Chris Coyne: some through George Mason. And so you know one thing I should have mentioned, and and I I i’m not digressing from your question. I’m going to come back and and close the loop on this, but it’s related is that you, if you’re part of this program, if you’re accepted to George Mason enrolled, you are a George Mason student. I want to make that very clear. So another thing that people

Chris Coyne: you know I I mentioned earlier. It’s a it’s a full George Mason Masters degree, a regular man. You are a George Mason student. So, even though you are located physically or geographically away from campus, you have all the rights and privileges of a George Mason, University student, that includes access to any resources. So you can communicate career services and talk to them about.

Chris Coyne: You know your resume or or job search assistance. You have access to library resources, and of course we are a George Mason University is a It’s an R. One by R. One I mean research level. One university. And the reason I I bring that up is that means we have a um state of the Art Library.

Chris Coyne: Um, And of course the world in general has moved more virtually, and Covid accelerated that. Um. So you can access a ton of materials online.

Chris Coyne: And so you have access to academic journals. Um, some not all books. Now, there’s online options where you can ask them through library. And of course we have a team of librarians research librarians that can gain access to things for you virtually. So I I’ve requested documents

Chris Coyne: that are out of print, and that are well over century old, and they’ve gotten me scans of them all virtually without me leaving my my home. Um! And so it varies from course to course, and so let me give you a couple of examples of concrete examples, if I may. Um, I mentioned the micro one class. Um. So for that I picked

Chris Coyne: books that are available free online, you can purchase hard copies of them. I know some people like having a physical book. Um, but even then I selected ones personally that um, you know one. It’s like twenty dollars to purchase It’s it’s available in soft cover.

Chris Coyne: Then there’s a series of some journal articles, but those are all available through the Gmb libraries. That would be a micro one example for the market process theory class. I tried to select all readings that were available online, so that that there’s a single textbook for that class. It’s journal articles and other online readings and um, they’re either available where I was able to pull the Url from online, or you can access it through the library. Now, some of my colleagues like in micro, too. There’s a textbook for that one.

Chris Coyne: Um. So that’s more of a traditional textbook um that you would use, and so it’s It’s a mix um of all of the above.

George Mason Online Admissions: Thank you. And I think you touched upon this a little bit earlier, Dr. Queen. But what types of work experience? Um! Have you seen in the past? What What would you consider to be sufficient work, experience for entering this program.

Chris Coyne: Right? So so let me I. This is a wonderful question. It’s a good point of clarification. This is not an Mba. So So one of the things that Mba’s a of business administration through a business school looks for oftentimes is work experience. That’s one of the key things that go into their admissions decision. That is not the case at all

Chris Coyne: for this program. Um, So you don’t not your your work experience not that it will hurt you at all, but it’s not there’s there is not There’s no minimal bench, baseline. There’s no you must have X years of, or that you need to work in this field. None of that. Um. And again, our

Chris Coyne: student body and our applicant body is extremely diverse,

Chris Coyne: too diverse for me even a list in terms of their backgrounds. Um! And so uh, I don’t worry about that aspect too much of it, if at all. Instead, I would think about. What can a masters of economics do for you in terms of an input into your personal professional development,

Chris Coyne: And that’s obviously personal to you, but also the really nice part about an economics degree is that it doesn’t Pigeonhole, you and and the list of kind of of professions I mentioned earlier. Um. I think highlights that. So? Everything from high school teacher to

Chris Coyne: non-profit people working in nonprofits to government jobs both at in the Washington Dc. Area or at the Federal level, I should say um or State level

Chris Coyne: um to the private sector. Um! Some people want to go on and pursue a Phd. So one of the questions I get. Um. I don’t know if anyone. If this is asked, i’ll head it off, but if not, you might find it of interest. You know I pretty much every time I do this, someone says, Is this useful for a Phd.

Chris Coyne: And you know again, I i’m trying to answer questions carefully, and and if I do answer a question where I don’t, I don’t give you a a very concrete. Answer. It’s not because i’m i’m avoiding it’s because I don’t want to overstate or oversell something that’s not true. And so this is one of those questions. And

Chris Coyne: so the question is the question i’m posing and going to answer is, Will this help you get a Ph. D. And it it depends.

Chris Coyne: It certainly will not hurt you. But you have to understand that that getting a Ph. D. It’s a separate the way we and other universities treat them. It’s a separate application process. So they’re gonna look at your overall portfolio of activities that would include a masters in economics. So if

Chris Coyne: you Don’t, have a strong economics background, or it’s been a long time since you’ve taken economics, or you know the other thing that has happened in this program which I I I i’m really happy. We’re able to offer students. This is that we have students come in who are took undergraduate classes, especially earlier in their undergraduate.

Chris Coyne: Um experience, and they didn’t do well, and they didn’t do well for a variety of reasons. Perhaps there was some personal issue or family issue that precluded them from doing well, or perhaps they just weren’t serious students at the time,

Chris Coyne: and that’s okay. There, you know that that is what it is.

Chris Coyne: But one of the reasons they come into the program is because they want to pursue a Phd. But they know that just with their undergraduate transcripts they’re going to be severely limited in their ability to do so, because Phd. Programs. Take, though, that your your Gpa. In your background, whatever your most recent degree, is very seriously as part of the portfolio of things,

Chris Coyne: and so they choose to come into the program

Chris Coyne: to both refresh and and advance their knowledge of economics, but also that they have that track record of performance that better represents them. Now that they’re they’re more mature, or that they’re in different life circumstances. If something personal or professional precluded them from doing well in part of their undergraduate education, and so, from that standpoint

Chris Coyne: performing well in the program, can send a very positive signal to Phd. Programs. Um again. I I don’t want to overse it. It’s not like you get a masters from here or anywhere else, and it’s magically going to open doors to a Phd program, because again. That’s a very competitive process

Chris Coyne: in itself, but it certainly can’t hurt you to take additional economics courses and do well in them. It will send a positive signal.

George Mason Online Admissions: And speaking of doing well, we have a question about what is the average weekly time investment to be successful in this program,

Chris Coyne: You know I I would advise. And again, this is my advice. It’s not a rule or law. But you should take one class at a time. We have had some students take two classes at a time, but when they do, they are typically, you know, in a nice position where there are not

Chris Coyne: overly burdened by a job or by personal obligations. And so these are eight-week modules. So they’re relatively condensed which is a positive, but also means it’s very time consuming and taking two courses at once. Again. You can do that if you want. But oftentimes I have found through

Chris Coyne: observing students and talking with them while they’re in the program. That’s a very difficult to do if you’re managing a job, or family, or other obligations, whatever those might be.

Chris Coyne: So what what are the what are the time commitments. I would, you know. Again, I don’t take this as gospel, which is not based on any kind of scientific study, but it’s based on my experience being a professor in the program and talking to students. But I would think a minimum of five to six hours a week

Chris Coyne: all right, uh minimum five to six hours a week, and and that’s not crazy if you think about it. If you, if you think, go back to your think about traditional education. Usually you’re in a classroom for close to three hours a week, and then you have to do classroom work outside.

Chris Coyne: And so, if you can dedicate five to six hours a week, and again, there’s going to be variation. If there’s an exam that you have to study, for there might be one week where you have to spend more. The reason, I said. On average, there might be a week where you have to spend more time on that. There are. There might be other weeks where it’s slightly lighter load.

Chris Coyne: But I think that’s a pretty good estimate for for for the amount of time that that you would have to um be at a minimum, be able to commit weekly uh to do this. How you spread that out, and how you allocate that will depend on you and the specifics of the content in the class. But I think that’s a pretty good um kind of uh rough estimate,

George Mason Online Admissions: yes, and just our time together is coming to a close in a few minutes here, and we have one more question. So anyone else who has questions now is your time to type them in. Um. But we have one more question here: How are the econometric skills learned in the course and the core course used through the remainder of the curriculum.

Chris Coyne: Wonderful question. So in in in the um

Chris Coyne: econ five hundred and thirty-five that’s applied to kind of metrics. Course you are learning

Chris Coyne: foundational econometrics. And and uh, you use data That’s the statistical package that you use. So you are. You are learning the underlying theory behind it, but also applied work. And um, you carry out a a series of problem sets.

Chris Coyne: There’s quizzes and exams. That class has a few synchronous sessions built into it, and that’s to set you up for the remainder of the program. So then, how is it using the remainder of the program, which is what your question is well, part of it’s going to depend which path you choose. And so, if you end up doing causal inference, that class also uses status, so you would have more exposure and build upon there. But you’re going to experience this in the capstone, certainly, and so in the capstone. I I mentioned this earlier, and let me take this opportunity to say a few more words about and offer you a couple.

Chris Coyne: It’s called concrete examples, if I may, because again, this is one of the things that often comes up when i’m talking to potential applicants or or enrollees in the program.

Chris Coyne: Part of the capstone, as I mentioned earlier is picking something that interest you, finding a study and replicating it. I want to provide you two examples that students have done, because I I like these examples

Chris Coyne: because both students were successful in doing it. And they’re what I consider really cool topics because they are interdisciplinary, and they have real world implications.

Chris Coyne: And so one student for their replication exercise. They picked a paper published in a journal called The Review of Economics and Statistics. It was published originally in twenty twenty, and the title of the paper is, Do better prisons reduce recidivism.

Chris Coyne: So there’s a a big debate about in prison systems and the criminal justice system, how much? How many resources should be invested in prisons, So some people will say. Well, these people are criminals, you know they they they should. It’s prison. It’s not supposed to be fun.

Chris Coyne: It’s supposed to be punishment. Other people say, well look. Of course they’ve done wrong. They need to pay their dues, but one of the big goals of a criminal justice system should be aiding people who are in the prison system to reform, to be contributing members of society, so that when they exit prison

Chris Coyne: they can be productive members of society. So that’s the debate. What this paper looked at was, whether investments in prisons, the quality of prisons. So the services that are are are offered to prisoners, the training and classes that are available to them, and so on, reduce for sit of recidivism. The return to prison.

Chris Coyne: And so what the student in this class did is they collected all the data they actually contacted. The author of the original study, because this person was interested in criminal justice and and um prison reform, and then they updated the data slightly and replicated the study.

Chris Coyne: And um this. As I mentioned this, I I I don’t think i’m giving away too much personal information by saying this, but this this student who carried this out. Their job was in the prison system.

Chris Coyne: Their job and interest was in prison rehabilitation, so they were able to pick a study employ this. This is still statistical techniques. They learned and replicate a a academic study that linked directly to their interests and passions.

Chris Coyne: Let me give you another example for those of you interested in issues of international trade and conflict, which is is something that that in interests me personally, this student

Chris Coyne: selected a classic paper in economic slash, conflict studies, or political science. It’s published in in one thousand nine hundred and eighty, and it’s called Conflict and Trade. And so one of the really big and interesting debates in this these academic areas is what is the relationship between trade and conflict? Does trade

Chris Coyne: reduce conflict, or does it contribute to conflict? Of course, anyone following the news now with all the stuff with Russia and Europe, and all the trade and energy. And all this, you see these conversations playing out in the policy space right now.

Chris Coyne: So this student was really fascinated by this area. They selected this as their paper to replicate, and since this was published in one thousand nine hundred and eighty. Well, that’s kind of outdated. So what this student did is they collected data uh updated data and then replicated the

Chris Coyne: study, using the technique in the paper, for for I think it was the period nineteen eighty up through like two thousand, fifteen or sixteen, as far as it is most recent, the data is was available, and that was a pretty neat exercise, because they were able to

Chris Coyne: study again using the techniques they had learned throughout the program a topic that they were passionate about which is international trade and reducing conflict, which again, these are topics that have a a impact on human well-being, the criminal justice systems, issues of of trade and conflict. These are real world issues,

Chris Coyne: and those are just two examples. And one of the things I really like about the capstone final project is, it gives you, uh, the student the flexibility and agency and the ability to pick what you want to focus on um, because uh, uh, we built that in

Chris Coyne: to afford you exactly the type of opportunity that you were talking about the ability to use those skills that you learn early in the program uh on the back end of the program as well.

George Mason Online Admissions: Thank you, Dr. Coin, for those very thorough examples. And so that is the last of our questions that we have here today. Um! Is there anything else you’d like to share tonight with us, Dr. Coin.

Chris Coyne: I just want to express my gratitude to each and every one of you. I I know your time is valuable, and uh, I appreciate you taking that time to to come and visit with me

Chris Coyne: um this evening. Um! I hope it was useful for you, and I hope that you are able to find all the information you need. Um! As as was mentioned, there’s resources and people that are available to assist you and answer any questions. Um and uh, uh thank you again for considering Mason and and Masonomics. Um, i’m, i’m. I’m grateful for it,

George Mason Online Admissions: and thank you for joining us, Dr. Klein, and for those of you who have not yet spoken to an admissions representative on the screen. Here you’ll see our phone number. You can give us a call tomorrow, seven o three, three, four, eight, five, zero, zero, six. We can answer all of your questions about the admissions, process, or anything else that wasn’t covered tonight. You can also send us an email. You can see here on the screen, or if you’re ready to apply for the January, seventeenth, spring term, or the summer term.

George Mason Online Admissions: You can go to this website here, Mason online. Gmu dot edu and start your application. Um. We will also email you the direct link to the application and the application checklist if you give us a call. So thank you again for joining us. I’ll go ahead and stop the presentation Um. A recording will be available of this if anyone needs it, and I hope you all have a wonderful evening. Thank you.

Chris Coyne: Stay well, everyone take care.

MS in Health Informatics and Graduate Certificate Transcript

Zakevia Green-Lawson: good evening, everyone. My name is Dr. Green Lawson

Zakevia Green-Lawson: and everyone hear me.

Zakevia Green-Lawson: Can you hear me?

Zakevia Green-Lawson: Yes, I can hear you. Okay, Great. Thank you. So once again Good evening, everyone. My name is Dr. Green Lawson. I serve as the online program coordinator for the masses of Science and Health Informatics program. Thank you for taking this time out this evening to join us for our spring virtual open house

Zakevia Green-Lawson: next slide.

Zakevia Green-Lawson: So for the agenda um, you have the opportunity to meet the presenters. Um. We’ll cover the topic. Why choose Masons Masters of Science and Health Informatics program?

Zakevia Green-Lawson: Um. We’ll also cover some admission requirements and then finalize tonight’s open house with A. Q. A. Session. Next next slide. Please,

Zakevia Green-Lawson: do you want to cover the how to participate? So during this time you guys can use um. I know we said our um.

George Mason Online Admissions: One of our things was disabled. I apologize. I’m trying to pop it open. Um! That we can you? We can use our chat instructions. You can raise your hand. Um, and you can ask questions through the Q. And a portal. Um, If one of those functions aren’t working for you, that’s totally fine, just try to use the other. Okay,

Zakevia Green-Lawson: so um, once again my name is Dr. Green. Um. I am excited for this opportunity to connect with each and every one of you this evening um to share a little bit more information about our program, and hopes that this will allow you to make the decision to enroll in our amazing online program.

Zakevia Green-Lawson: So with that being said, Um,

Zakevia Green-Lawson: well also, before we go to the next slide, Um, Dr. Is the professor and director of the health informatics program. Um, Hopefully, he should be joining us shortly. Um! And once he does come on, I will turn it over for him to say a couple of words

Zakevia Green-Lawson: next slide, please.

Zakevia Green-Lawson: So a little bit about our program and what makes us unique. There are a number of existing programs, um nationwide and health informatics.

Zakevia Green-Lawson: Uh: one of the things that make our program unique is that we are accredited by the Commission on the Accreditation of Health informatics and information management. Um! What this means is that we demonstrated, uh, the rigors of our curriculum, a hearing to a national protocol or a national standpoint of objective companies, competencies, and material that meets the K. Ham’s requirement in order for us to,

Zakevia Green-Lawson: as I refer to, it, received the gold stamp of approval for an accredited program. In addition, our program is flexible in terms of the online class format.

Zakevia Green-Lawson: Our courses are eight weeks. Oh, i’m sorry. Can you go back to the previous slide. Thank you. So our our program is a flexible program where it caters to particularly um those individuals where online learning works best for you. So maybe you are employed full time raising a family. Um have other obligations where, being a traditional student, sitting in a classroom, um is not the best option for you.

Zakevia Green-Lawson: Then our online program is definitely the program we want to consider.

Zakevia Green-Lawson: Um. One of the other things is that our program provides uh a competitively price curriculum. What I can definitely say from my experience, working with other universities. Um, in their health informatics uh program or similar programs, is that This is one of the few programs that I have had the opportunity to work with. Uh, where students truly learn more uh or learn beyond

Zakevia Green-Lawson: reading in a textbook Um, an article

Zakevia Green-Lawson: or group assignments. You’re actually having the opportunity to roll up your sleeves and really um have the experience of working with data sets all real time systems, all that are used within the um industry. So once you graduate, the ideal is that you’re graduating with the high level of uh

Zakevia Green-Lawson: competencies. Um, and a high level of confidence that you are capable of applying for various positions. So it definitely has a healthy blend of theory and practice

Zakevia Green-Lawson: also the program can be completed in a little as twenty-two to twenty-eight months. So again the courses are um seven week courses.

Zakevia Green-Lawson: Um! So once you in a course on Sunday, for example, your second course that you will take will begin Monday. Um, and that’s how this pro or what makes the program competitive and provides the opportunity for you to complete it within the twenty-two to twenty-eight um months um timeframe. So typically a student will take one course let’s say a fifteen week semester.

Zakevia Green-Lawson: In this case you’re ta basically taking two courses um splitting that semester um to fulfill the requirements of the online program

Zakevia Green-Lawson: next slide, please

Zakevia Green-Lawson: so a little bit about the core courses. Um! There is a total of twenty-eight credits that our students have to take regardless of what option that you um choose to select these core courses. Um are the hap six hundred and seventy-eight.

Zakevia Green-Lawson: The introduction to the Us. Health systems This is one of those unique courses where this is a course that shared among the two um related programs, Health or a masters in health admin program. So you will be taking this course, and particularly with students for both the mission program and the health admin program.

Zakevia Green-Lawson: Then you have courses such as have six, eighteen, your computational tools and health, and for addicts.

Zakevia Green-Lawson: Um have six hundred and seventy is another combined course, where, again, students in both the health admin and the health informatics programs will be working together.

Zakevia Green-Lawson: Um, your health care database courses six hundred and seventy-one, six hundred and seventy-two your um health data, vocabulary and standards, and those two courses, six hundred and seventy-one, and six hundred and seventy-two. Again, as an example, I share where there is a healthy billing of theory and practice, you will have the opportunity to really learn the various Uh health data standards and vocabulary,

Zakevia Green-Lawson: and work directly with your your professors in these courses.

Zakevia Green-Lawson: And then also we currently have a pre capstone and capstone and pre capstone. This is preparing you for your actual capstone project that you’ll be working on all for the entirety of the seven weeks. So when pre capstone, you’re fine tuning your professional development skills, whether it is uh your resume review mock interviews uh, most importantly, determining what route you’re going to select

Zakevia Green-Lawson: when it comes to how you’re going to complete your capstone project,

Zakevia Green-Lawson: and then also within pre capstone. You also have your Comp. Exam, which is the final of all final exams that will allow you to test your knowledge and your skills that you have acquired um throughout the program.

Zakevia Green-Lawson: And then, as I mentioned in seven hundred and ninety, everything in terms of the efforts you put into seven hundred and eighty-nine all you have. The opportunity is seven hundred and ninety to solely focus on uh, really getting your hands wet and creating uh, or completing your capstone project. And at the end of the capstone experience, you’ll have an opportunity um to present your presentation to faculty staff uh fable students where we do allow students in seventy-

Zakevia Green-Lawson: ninety-nine um more so than allow, but it is mandatory where students is seven hundred and eighty-nine um partake in the seven hundred and ninety capstone to sit in, get an experience, get an ideal on the type of projects that um students um have worked on and presenting. So when you get into seven hundred and ninety. You have a full idea of what to come and what to expect

Zakevia Green-Lawson: next slide, please.

Zakevia Green-Lawson: So, currently with the program, there’s two concentration. So if you recall from just the previous slide we covered. Um everyone, regardless of what concentration you select. Um, begin with the core courses. Then you are to um identify your concentration that you would like to focus in

Zakevia Green-Lawson: the two concentrations. Um, is the health data analytics. This was the first concentration when we rolled out the online program that was available for students. Um: More recently, we all for the second concentration, which is the health informatics management.

Zakevia Green-Lawson: Um: A good way to describe the difference between those two concentrations, the original concentration and health data analytics.

Zakevia Green-Lawson: This is for individuals that know for certain that they really want to focus on the technical um side a heavy in our emphasis in the technical competencies. Um, working closely with data, working with data sets, building data, sets, et cetera.

Zakevia Green-Lawson: Um, the Health informatics management. It’s a lighter blend of the technical, but it’s also a marriage between um health admin

Zakevia Green-Lawson: and a little bit of health informatics. So this is for someone that know for certain that they don’t want to have a strong technical focus concentration. But they do want to have some of those technical courses, but also a blend of courses, such as project management, legal aspects of organization and management, et cetera.

Zakevia Green-Lawson: So um, that is a quick overview of the two different types of concentrations. Um. But students within the program are expected. Um to declare your concentration um

Zakevia Green-Lawson: the earlier the better, so that you know what courses you will be completing beyond your core courses again from the previous slide that we cover. So again, as you can see, there’s a variation between the two program or concentrations as it relates to those core courses,

Zakevia Green-Lawson: the learning outcome so ideally at the conclusion of the program. These are the outcomes that our students are expected to again demonstrate

Zakevia Green-Lawson: um and apply in some shape, form of fashion. If you remember what I mentioned earlier, that Comp. Exam is one of those uh elements in which this is your opportunity to basically show what you know. Uh from your first course all the way up to your your last course.

Zakevia Green-Lawson: So the health informatics, the growing um is the fast growing in demand. Health care career, Uh, where individuals complete in this program have a wide array of areas that you can focus on in terms of potential um ideal jobs. Um from your traditional hospitals to non-traditional settings, such as working in a it vendor um industry or sector consulting firms.

Zakevia Green-Lawson: Um individuals that are interested, for example, in the health informatics, management, concentration, the consulting firms. Um is a direct place of um employment,

Zakevia Green-Lawson: working with insurance companies, research, other academic institutions. Um, Your Federal, State and Local governments, and this also includes, for example, your local Um or county health Departments, or your State Level health departments, et cetera. So beyond this list of bullets a potential job

Zakevia Green-Lawson: um opportunities. Um, we’re settings. There’s a ton of there um a ton of other settings that you can use your degree

Zakevia Green-Lawson: and your knowledge, your skill sets in um to create a path that is pretty much a path less travel by others. But again, Don’t, let these list of, or shortlist the bulletin job settings um limit to you on the ton of other opportunities that with this degree will open up doors for you.

Zakevia Green-Lawson: Next slide, please,

Zakevia Green-Lawson: and i’ll turn that over to you.

George Mason Online Admissions: So, as I was discussing before you guys for the admissions process for the application process. You’re going to need a bachelor’s degree from a regionally credit institution. You’re going to have a minimum of a three point three P. A. You’re going to have your transcripts an updated run. It’s a bay,

George Mason Online Admissions: two letters of recommendation, and a statement a purpose, and on top of that you’re also going to have an experience grid um, and things of that nature of drivers license little things of that. Um. So things for admission processes fairly simple, fairly easy. Um! And people like myself are there to help you along the process and make sure that we’re giving everything covered that we need to get covered.

George Mason Online Admissions: Does anybody have any questions at this moment at this point in time?

George Mason Online Admissions: I know some some people might wonder. Um! In terms. I know I said it before how long the program is. So again the program is twenty eight months in length. Um!

George Mason Online Admissions: There are times where you can double it up, and things of that nature and courses um to help move the log a little quicker. Um, i’m pretty sure you can only extend out the program up to six months. Um!

George Mason Online Admissions: In terms again in terms of tuition. You’re looking at thirty thousand dollars for tuition. Um

George Mason Online Admissions: thirty thousand one hundred and twenty, to be exact, um, which it does include all the fees, and it is pretty outstanding compared to other um competing programs. Uh again five to twelve hours a week that you’re expected to be working um twelve hours on that high end, five hours on that average end in terms of doing lessons and then completing the assignment.

George Mason Online Admissions: Um, if I if you guys don’t have any other questions, I have nothing else on my end. Um! Do you have any other anything else to put out here?

Zakevia Green-Lawson: No, I don’t have anything else to add. Um, but it was a pleasure. Um, and I hope the information that was provided once again answered. All of your questions dotted all your eyes, cross your teeth um to lead you, and moving forward, I look for the opportunity to have each and every one of you in a future course. Um, Again, if you have any questions and feel free, I don’t mind sharing my email address uh feel free to reach out to me uh via email, and I

Zakevia Green-Lawson: I can post my email address in the chat box as we speak. Um! In the event you have any questions

George Mason Online Admissions: alright? Awesome, so i’ll leave that chat box open. It looks like we got a question

George Mason Online Admissions: uh can we break between semesters. Can you have a break between semesters? Um. You are able to take certain leaves of the absence in terms of medical leads and things of that nature. Um. It depends on each person’s situation,

Zakevia Green-Lawson: and if you do so, if you don’t mind me chiming in, you will have to work closely with your success, coach, to make sure you’re properly advised, because again, uh once one course in you proceed with the next course. So obviously you have to be revised and re- sequence all your remaining courses to get you back on track if you do take a break. But I could definitely say, if you feel that you need to take a break? Um before you make that decision reach out to your

Zakevia Green-Lawson: we’re here to help you um In addition to serving as the program coordinator. I oversee um the capsule forces, and I um often teach a couple of the courses within the program. So always reach out to your instructors. First, because if there is something we could do to help you to avoid um basically getting off track and having to be revised and find a way to get you back into the um on track with um the course sequence

Zakevia Green-Lawson: um reach out um. There may be an opportunity, for example, to give it an extension on your assignments, for whatever the case may be. We’re here to help you

George Mason Online Admissions: awesome. And then one question was, i’m still confused between the management program and the informatics route. Uh, can you maybe, uh, explain a little further on that for us?

Zakevia Green-Lawson: So the two concentrations once again, is health data analytics. That’s the more technical focus concentration. Everyone is taking core courses that have technical uh competencies with embedded. However, the concentration health data analytics, you’re taking additional

Zakevia Green-Lawson: or courses that are technical focus, whereas the health informatics management,

Zakevia Green-Lawson: it’s a blend of not just technical courses. But you’re also taking courses. As I mentioned again. Um. Legal Aspects or Privacy and Security Project Management um Organization management that prepares you for again a little bit of the administrative and the technical um courses. So with a a blend of two different tracks, whereas the health data analytics is all technical for.

Zakevia Green-Lawson: So if you love data um and you, That’s what your your uh passion is. Then the health data analytics may be right for you. If you want to have a blend of again. Health admin courses and some um technical courses, because you don’t want to solely, for example, create databases work behind the scenes. What you want to serve in a leadership capacity, serving a capacity as a consultant, except

Zakevia Green-Lawson: that then the health informatics management may be the best choice for you.

George Mason Online Admissions: Awesome. Okay. And then, James, can you expand on your question a little bit more. What will it be for the person that has an M. Ph. Degree? How is that going to be assessed? Um! How many years of

George Mason Online Admissions: how many years for science to be accepted into the program? Um,

George Mason Online Admissions: Professor, how many, What signs per uh do they need to have for the background and uh, their bachelors.

Zakevia Green-Lawson: So typically it will have to match what the curriculum uh requirements are. Minimum requirements. Um, I technically do not work more so with, uh mapping out which courses um aligned um in terms of undergraduate courses.

Zakevia Green-Lawson: Um, or those uh core courses that all students have to take. But I definitely could say, when we review applications, One of the things we do look for is statistic courses. Um and um courses uh um, it courses.

Zakevia Green-Lawson: Um! And again, those statistics courses um!

Zakevia Green-Lawson: And when I say statistics, those mathematical statistic courses, those are the ones that we’re looking at. We’re looking at work history as well, so I can’t honestly answer the question in terms of what particular science courses, but what we look for is again what it courses have you taken what statistic courses

Zakevia Green-Lawson: and also your background? Um, for example, if you are currently working in the industry Um, healthcare industry? Um, that is for it industry?

George Mason Online Admissions: Okay, Did we have any other questions before we finish up today?

George Mason Online Admissions: Okay, you guys. So um, there is the information on the screen where you can reach out to the number or the email on there. You can email myself or the professor. If you would like to find out any more information on the program. Any specific questions you have may may have um feel free to call George Mason, and at a time that is convenient for your view. Um, you see, like myself, are always available. I’m always happy to help and discuss any program that you have in mind. Um, including this one.

George Mason Online Admissions: Um. So If there’s no other questions, I think we have one more.

George Mason Online Admissions: How many years would this science be accepted?

George Mason Online Admissions: How many? What do you mean by that, James? How many years would the science be accepted, like how many years after you’ve ex uh obtained, that your bachelor’s degree?

George Mason Online Admissions: Um as long as you have your bachelor’s degree, and it covers those sciences. It it will always be accepted. There shouldn’t be an issue unless there’s in terms of a an accreditation issue. If you Haven’t completed the program or completed um Where requirements from that from that university that you change your undergrad, your bachelor’s in,

George Mason Online Admissions: and then Tiffany, can you elaborate on the capstone project. Uh, Professor, can you elaborate a little bit on that for us?

Zakevia Green-Lawson: Okay, in reference to the capstone project? Um, Once again, Um, the capstone project. There is three options um that students can can select from right Now we are currently working on revising those options, but at the moment, um! There is the option where you will reach out to, or an organization of choice whether it’s a hospital

Zakevia Green-Lawson: um, a health Department to obtain an opportunity to work within that organization. To complete your capstone project,

Zakevia Green-Lawson: there’s the opportunity to collaborate with the faculty member on an existing or forthcoming research project,

Zakevia Green-Lawson: and then implement it

Zakevia Green-Lawson: um ironically right before uh Covid, which was the evidence-based research option, which is more so. A self pace option where you will devise your problem, conduct a research to find the solutions and present your findings. So those are typically the three project or the options in terms of how to complete your project.

Zakevia Green-Lawson: Um, if you’re working with an organization a lot of times, they have a project all a real time project that’s underway where you would just collaborate with them on. And then there’s some instances where they will give you the opportunity to devise your own capstone project, and they support you with the um information or data that you may need um to complete your project. So it all varies Once you are in the program. Uh, we have a Missy student Learning Committee. Um community. I’m sorry

Zakevia Green-Lawson: um on blackboard where all students are added into this community. There’s tons of information. Um in terms of capstone. Um, that will give you more insight. We’re working on, uh sharing previous capstone projects to give students um ideas on different types of capstone topics. And then, obviously, once you get into your capstone course. Um, that’s the opportunity where you’ll work with me one on one

Zakevia Green-Lawson: We have um live sessions or in class meetings for my um traditional students um to walk you through the capstone experience every step of the way. And then also in the program, we have a similar to this uh format. We have a fall kickoff

Zakevia Green-Lawson: for new students coming into the program. Uh: we typically share the recording in the spring where we go over program related material, and that’s an opportunity as well to learn more about the capstone experience.

George Mason Online Admissions: Do you have any other questions before? Uh we finish up tonight, guys, we do have some time left. If you have any other questions,

George Mason Online Admissions: does the capstone run throughout the semester?

Zakevia Green-Lawson: Once again? All courses are seven weeks. Each pre capstone is seven weeks. The capsule course is another seven weeks.

George Mason Online Admissions: Is there any other questions?

George Mason Online Admissions: Should we take the concentrated courses after the core courses? So, to my knowledge, the concentration courses will be taken simultaneously with the core courses. Is that correct, Professor?

Zakevia Green-Lawson: No, technically students will start off with the core courses. Um midway through your core courses. This is where you’re strongly encouraged to go ahead and declare your concentration. So when you are near the end of those core courses You’re merging into either the health data, analytics,

Zakevia Green-Lawson: concentration or the health informatics concentration. But they’re not typically taken simultaneously. Students start with the core courses and work your way down um, and then go into your concentration courses.

George Mason Online Admissions: How, after you apply, we hear about your mission. After you apply, you will hear back within three to six weeks about your admission decision.

George Mason Online Admissions: Any other questions, guys?

George Mason Online Admissions: Oh, I see that we have two different concentrates. What if a student is interested in one court, one course offered in both concentrates. How can that be navigated? Um! So you would have to pick a concentrate. You wouldn’t be able to go back and forth between both concentrates

Zakevia Green-Lawson: one of the things. If you don’t mind me picking back in that you can do, there are um a couple of lectures that you can take. So one of those courses that you’re interested in that could be possibly in other concentration. You could possibly use that opportunity to take it as an elective. But um again, as just share with you, you cannot go back and forth between the concentration you have to declare one. But again, if it’s a course that you’re just really itching to take

Zakevia Green-Lawson: um out of curiosity, you could possibly use that as your um. One of your electives.

George Mason Online Admissions: Is there any other questions that we can either of us could help we help anybody with tonight?

George Mason Online Admissions: Okay. So if there’s no other questions tonight, you guys uh, like, I said, before you can reach out to either of us, i’ll reach out to Mason directly we’ll be all be happy to hear from you guys. Um, We hope we answered every question that you had. Um,

George Mason Online Admissions: Okay, Is it okay to submit an artificial transcript? Um, yes. At first, when you’re going over the application process where you’re we’re just starting out, and things of that nature. Um, but it would be necessary to upload your official transcripts for your application to be reviewed and for it to be approved.

George Mason Online Admissions: Okay, So um like I was saying, if anybody has any other questions feel free to reach out to either of us or or George Mason, and try to run anytime. We’re always happy to help

George Mason Online Admissions: um No problem, James. Happy to answer any questions that you have, If you want to reach out to me directly, feel free, more than happy to help um. But if that’s it for tonight, you guys. Um, I hope you got. I hope we answered all of your questions, and hope that you guys have a good rest of your night.

MS in Learning Design and Technology Transcript

George Mason Online Admissions: Thank you guys for joining the virtual house tour for the learning design and the technology. Um, we’re going to be going through the Powerpoint and answering any questions that you guys may have throughout. Um during this time. Let me go over here with quick. I apologize.

George Mason Online Admissions: During this time. Uh, we are going to be going through the Powerpoint. We’re going to meet some of the professors um going over. Why, you would want to choose this particular program. Um,

George Mason Online Admissions: just information about the program in general here, and talk to some of the graduates of and the Do mission requirements. And at the end we’re going to have A. Q and A. Um, that’s not good to everybody.

Nada Dabbagh: Yeah, let’s do it

George Mason Online Admissions: alright, awesome during this time for the students. If you have any questions you can use the raise your hand marker on the zoom call, or you can um actually tap um. Excuse me. Type your question in the chat.

George Mason Online Admissions: If you want to introduce yourself. That’d be awesome.

Shahron G Williams van Rooij: Okay, since my face appears. First, i’ll start. I’m: uh, Dr. Sharon, Williams, Van Roy. I’m: also the academic program coordinator for the learning design and technology program. Uh: I’ve been with Mason going on sixteen years now. And uh, my area of expertise is project management, learning and design and using learning and design, applied learning and design, and knock it non academic workplace

Nada Dabbagh: settings over to you Dr. Duba hi everyone I’m. Dr. The buck. I’ve been at Mason for ever. Well, twenty-two years. Um, maybe this is my twenty-threerd I don’t know, but it’s been a a great experience, and um

Nada Dabbagh: in the college of education and human development. We have divisions. So this is the division of learning technologies, the one that houses the program of uh masters of science in learning, design and technology, and i’m the division director. And I also

Nada Dabbagh: um, you know, uh teach, of course, in the Masters program. And I also teach in the doctoral program, our learning, technologies, design research. Um Phd: specialization.

Nada Dabbagh: And my my areas of research is that the like intersection of the learning sciences and technology? So I really like to delve into theory how people learn and examine what are the latest um um theories about learning. And how can we align those with designs using technology and pedagogy. How can we design learning ecosystems for the organization and the workplace,

Nada Dabbagh: and to improve performance and all that? And I also do research and personalized learning uh how to use technology to support personal learning environments and personalize learning. So thank you for joining us tonight, and i’ll move it over to Dr. Wilson. Dr. Brenda Bannon is not going to be able to join us tonight, but she’s also

Nada Dabbagh: a professor in this masters of science, learning, design, and technology. She also teaches in the doctoral a specialization that I just mentioned it to you. And we are the four core faculty that you see on the screen here for the masters of science in learning, design and technology. But we also have a quite a nice cadre of adjunct faculty is what they’re called the teach sort of our elective courses, their practitioners with Phds.

Nada Dabbagh: That also teach some of our elective courses. And uh, some of our user experience design courses. Dr. Ben is. Research is very cutting edge. She looks at the Internet of things and smart technologies, and lately she’s been really developing into the computer human partnership. So she’s Um, the center director of the center for advance uh computing human partnerships and interactions. So she’s interested in artificial intelligence and um

Nada Dabbagh: learning analytics, and we’ll talk about how that impacts the the program. And now i’m going to turn it over to Dr. Doug Wilson, our newest um faculty member who joined us just a couple of years ago. So over to you.

Doug Wilson: Thank you so much, everybody, and welcome to George Mason the learning, design and technology. I’m. Doug Wilson. And so I teach all of the first year courses. Let’s call it that. So when you’re thinking about learning, design and technology, instructional design

Doug Wilson: uh learning theories, adult learning theories. I’m: the first professor that you are going to meet, and so i’m very hands on with my students. I talk to my students a lot, and I think part of what my role here is

Doug Wilson: at the school, and I think one of the reasons why i’m effective, and why you would enjoy my courses on the entry level side. Is that uh, i’m a pretty good coach,

Doug Wilson: and so I have experience and background actually doing instructional design. Um, on large scale projects like cyber security or small scale projects that would include a course level instructional designs trying to achieve performance uh outcomes for students, and so I can’t think of a better place for you to be. You heard of these other professors talk,

Doug Wilson: and here’s a little thing about these other professors when you’re Googling. If you Google, their names, they pop up in the literature. So not only do you have somebody on the front end who’s really hands on? We’re all hands on. Uh. But not only do you have someone on the on the front end?

Doug Wilson: Who’s a coach? And uh has really gotten the hands dirty, doing instructional design. We have the research side completely covered. And so Google, any of these names that you see on the screen right now. And you’re gonna

Doug Wilson: just find a wealth of writings and research that these folks have done over the course of twenty and twenty-five years, and that’s a a hard combination to beat. So um! You’re in a good place, and I hope that you join us

George Mason Online Admissions: all right. Awesome. So for this next part. Okay, Um, say

Shahron G Williams van Rooij: i’ll take this one. So uh the the uh degree program, of course, is the master of science and learning, design and technology. But what makes us unique versus other masters programs in this field is that we have a Lead E learning graduate certificate built into the program.

Shahron G Williams van Rooij: So within the thirty credits of the master’s program. There’s an there there is a course that deals with innovations and e-learning talked by Dr. Wilson, which introduces you to the variety of uh learning technologies that are out there in use, as well as those that are not at the moment in use for teaching and learning, but have the potential to be there. So you can opt to have that certificate as part of your program

Shahron G Williams van Rooij: of your required thirty credits. What’s also unique is that our format is part time fully online. So if you have a job which nowadays most people do, you are able to balance your work

Shahron G Williams van Rooij: and your studies, and you don’t have to be living in Fairfax, Virginia, where the campuses you can be living anywhere, so just as you can work from anywhere you can study from anywhere. So we’ve got that flexibility in terms of access and structure

Shahron G Williams van Rooij: uh a little publicity from you, Us. News and world report. People sometimes say, Well, it’s not worth a lot. Well, people make decisions from the Us. News and World report. So we are ranked Number Thirteen in the best online masters in what they call education, instructional medial design programs.

Shahron G Williams van Rooij: And George Mason as a university is ranked Number forty-one as the best in online masters programs. So we’re we’re good, and in terms of tuition we are very competitive, and so that makes our

Shahron G Williams van Rooij: programs accessible to a variety of students. We also have financial aid opportunities which our administrative folks will tell you about later if you’re interested. If you’re working, of course, financial aid may not be that important to you, but It’s there if you need it, and if you’re ex military or partially in the military and the reserves, there are options there, too, with our office of military services.

Shahron G Williams van Rooij: Next slide, please.

Nada Dabbagh: Okay, You want me to take that one. I wanted to take that one. We will. Okay, back in this one. So actually, it’s really interesting and timely to look at the career opportunities that you see on the screen. I’m actually right now. This afternoon I was looking at uh one of our courses that students take

Nada Dabbagh: really in the last semester before they graduate. The last semester, of course, work Um! It’s about trends and job opportunities in the field, and we really prepare our students very well in that port

Nada Dabbagh: to understand how they can search for job opportunities. They network with each other. They do an informational interview of somebody who’s been in the field for a very long time. They look at trends in the field, and they develop what we call a professional identity package, so like you get to develop your own branding brand if you will, and then put your profile on Linkedin, or wherever you may, you may want to put it, and, as you can see from the slide, you know,

Nada Dabbagh: there’s so many job opportunities uh for our field. Our field started as being called instructional design, and sometimes referred to as instructional technology. Now, it’s called learning, design and technology and the career opportunity sort of also follow the terminology of the field. So while you still see positions advertised for instructional designer, senior instructional designer, but you also see

Nada Dabbagh: opportunities for learning designer user experience designer, which is the third bullet on the left column. There, Ux design. We have two courses that prepare you very well for user experience, design, designing learning experiences. So you see, opportunities for user experience designer, you see opportunities for learning, architect

Nada Dabbagh: or learning. Engineer. Um, You could also, if you have a lot of experience in the field become a consultant, one of our students that I was looking at his uh postings today. He really wants to do entrepreneurial and project based and consulting, and he designs courses and for himself, and he wants to open his own consulting company. So there are lots of opportunities. You could also become managers like learning leaders and managers,

Nada Dabbagh: director of learning and Development, as you see there, Director of Training and development senior analysts, etc. E-learning Program manager. So there are lots of opportunities, and you have to keep your eyes open, because, uh, you know, when you look at job opportunities, you’re going to see so many different labels or titles for positions for people in our field, and one of my students, who was just now looking at the search engines and looking at

Nada Dabbagh: at the uh job opportunities, you know. She just noticed how many different titles and instructional designer might have, including trainer learning specialists, e-learning, developer, et cetera. So you were in a good place, as Dr. Wilson mentioned, not just with us in the program to prepare you for the next level or the next uh sort of trends in our field. Also you will network a lot with other people. They all come from different walks of life and experiences,

Nada Dabbagh: but, as you can see, the career opportunities are vast and broad and varied. Thank you.

Nada Dabbagh: Thank you. Next slide, please.

Shahron G Williams van Rooij: Do you want to take that one?

Shahron G Williams van Rooij: You mute it.

Doug Wilson: There we go. Thank you very much.

Doug Wilson: So um thank you for uh offering me this next slide. And so you see the title there, a flexible and accredited curriculum. So I want to talk about the flexibility of the curriculum and Dr. Williams fun. Roy kind of address this, but I want to talk about it. Um! In terms of

Doug Wilson: what you can do in our courses, so we can go through these courses on the screen here. But what you need to know is that we really have a project based focus. And so what that means is

Doug Wilson: which we’re going to talk about theories you’re going to read about different instructional design theories or adult learning theories. Um, And you’re going to do plenty of writing and reading. But at the end of the day What we really ask you to do is to make things

Doug Wilson: and those things that you make in a for, say, an e-learning module

Doug Wilson: this will become part of your professional portfolio, so you may already be working in the field. Now, um, we’re going to make your package better because you’re going to have these great professors who have been in the business a long time,

Doug Wilson: and we really do develop relationships with our students. And so you can leave the program with your masters, or your e-learning certificate, confident that you have

Doug Wilson: work and work, experiences and scholarly and academic experiences that will allow you to go and i’m going to just jump out there and say this: you’re going to be able to walk into any employer’s office,

Doug Wilson: and you’re going to be able to talk the talk. But you’re going to be able to walk the walk

Doug Wilson: uh of instructional design and learning, design and technology and that doesn’t mean that you’re going to be a a perfectionist. When you go in. You’re going to be an expert at everything. But part of what we teach you in this program is how to think like a designer and solve problems. The technology changes.

Doug Wilson: But some things remain the same,

Doug Wilson: and those pieces are what allow our students and allow us as professionals to stay in this game, to keep producing and and to solve some of the big problems that the world has today.

Doug Wilson: And if you want to ask. I’m not going to spend too much time on this slide. But if you want to ask some questions about some of the projects that students work on, i’d be happy, and the other professors would be happy to

Doug Wilson: talk about that. But um! Looking over at the four courses now edit seven hundred and five instructional design. That’s what I call a bread and butter course. That’s a traditional Id or instructional designer. Course Um, it’s pretty intense.

Doug Wilson: So the courses are eight weeks, and so we take you from uh identifying a problem in this course. Edit seven hundred and five. All the way through needs analysis, which is where you figure out what the context is for

Doug Wilson: the problem solution that you’re going to develop. You develop learning outcomes. You uh come up with um instructional uh pieces uh that actually are what the students would use in your particular design to to learn uh what it is about The problem that you’re trying to solve. And then you write up a document at the end of which um, you have a really comprehensive sometimes thirty or thirty-five page

Doug Wilson: Id document, and the thing about the Id document is is that everybody who enters in our field. This is usually the first

Doug Wilson: piece that we all create. I can remember taking my first course in instructional design, which took sixteen weeks at the time. Um, and i’m still very proud of that document today. And so that’s really where um you know the rubber meets the road. Um. Another course that I teach is edit seven hundred and four, and then i’ll probably wrap up and maybe jump down quickly to some of the elective options. Um, edit, seven hundred and four instructional technology foundations and theories of learning. So this is an important

Doug Wilson: important course, because the title of our program is learning design and technology and the learning piece. Um, there’s a whole body of literature between behind how people learn, uh,

Doug Wilson: uh, whether they’re adults. Uh. And our program is focused on adult learning whether it’s formal learning environments, informal learning, uh environment, non formal learning environments. And this is important, because if you are going to be designing instruction

Doug Wilson: or learning experiences for students or learners literally getting into people’s heads, you need to have a firm grasp on how it is that people remember things and how they learn, so that, as I said earlier, we can um solve some of the the pressing problems

Nada Dabbagh: of the day. I just want to say, before you continue describing the courses, that this is a thirty credit masters program. It is designed to be completed in two years.

Nada Dabbagh: Um. Based on six credits, a semester,

Nada Dabbagh: including summers, and as Dr. Wilson mentioned um, the each course is totally online it is accelerated. All of our courses are in eight week formats, and so you do one course at a time, which is pretty nice. So you’re doing one course

Nada Dabbagh: instead of doing it in the entire fifteen weeks semester. You do it in the first eight weeks you’re done with it. Then you do the second course, and

Nada Dabbagh: so I just wanted to bring that in. And even if you want to do the certificate as well as Dr. Williams, when Roy mentioned. There’s only one course that is

Nada Dabbagh: proprietary to the certificates. However, it is included in the thirty credit program, so after thirty credits you can graduate with both

Nada Dabbagh: an Ms in learning, design and technology, and a certificate in in E learning and the core that Dr. Wilson is explaining it is a twenty-three credit core,

Nada Dabbagh: and then you have seven credits of electives that you can choose from with the help of your advisor, so i’ll turn it back over to Dr. Wilson to go through the courses, and as he mentioned it’s project-based, we don’t do exams we don’t do tests. It’s all very learning by doing an experiential

Doug Wilson: so back to you,

Doug Wilson: get you where you want to be professionally, and so I don’t necessarily want to go through the whole list of courses here. But edit seven o five is one of the first courses you’ll take edit seven o four is one of the first courses that you will take, and so um. I teach both of those courses. Um, I want to jump down here quickly to electives. Um! We hear a lot about accessibility these days with regard to instructional design

Doug Wilson: and e-learning, and other forms of instruction. And so there are a lot of legal reasons why it’s important for someone coming into the program to understand that. Um, we’re not just solving learning problems and using adult learning, theories and instructional design. Sometimes there are legal reasons, very good legal reasons, to make

Doug Wilson: uh the training that we design accessible to everyone. Um, And so this course edit five hundred and twenty-six um is typically top uh by Dr. Cory Singleton,

Doug Wilson: who heads up the efforts at George Mason uh campus uh to bring accessibility to all of our forces and our programs, and to make sure that the electronic pieces that we use to put courses together are up to snuff

Doug Wilson: um, so that people with disabilities uh and others can have the same accessibility to forces that folks who are uh not disabled uh can have access to. So that’s a that’s an important elective, I think, moving forward. That field is growing. It’s a great place

Doug Wilson: to make a name for yourself to have that uh kind of kind of skill, most of us edit five hundred and seventy-three again under the heading Elective options, project management,

Doug Wilson: instructional designers, as I’ve practiced it in the past typically we all manage projects. But this force edit five hundred and seventy-three. Let’s say you have a business orientation

Doug Wilson: rather than a higher ed or A. K. Twelve orientation this project management course. Really, Um, you know, puts you in in the space

Doug Wilson: of a corporate culture, a business culture, and and all of the pieces that come with that which um typically you know about business at all. You know it’s very bottom line oriented uh, in a way that’s not the same as higher education or the education space. So if that’s where you lean more toward the uh, the commercial side of things. That would be a good force for you to take um online teaching essentials. Um,

Doug Wilson: I don’t know how many teachers uh we have in the audience. Typically, we have a number of uh instructors uh, of various stripes coming through the program. So this is a course where you would learn the fundamentals of teaching online. And then we have a new course edit seven hundred and seventy-two, which I was just grading um, actually the first assignment, and i’m pretty amazed at what our students are producing, using uh virtual and augmented reality. Applications

Doug Wilson: uh one of the students in the class, just to give you an idea of the project that he did. He works for Fema, and so his fema

Doug Wilson: experts, when there’s a disaster, go out into the field

Doug Wilson: to make sure that the citizens get what they want. But his training in this particular class, where he he put it up on the screen as an augmented reality. Ple piece was nuclear reactor safety training.

Doug Wilson: Okay, So that’s a life and death. Some people would call it a court defensible instructional design. What I’m saying to you is that student, a graduate student in our program

Doug Wilson: that training has to be right. There’s no real margin for error when you’re designing nuclear safety training. And so that’s the kind of people we have uh in this program. Um. So

Doug Wilson: So you’re going to have some great classmates, and i’ll kind of wrap it up here. You’re going to have some great classmates in this program. You can learn from uh people who work for the Federal Government who have been hot in higher education. Um, and and that will all become part of your network

Doug Wilson: as you leave It’s not just creating learning objects or tools to put in a a portfolio. You develop learning. You rather you develop really relationships with your faculty members and with your classmates, and that’s what you leave with.

Doug Wilson: And and I think that’s part of what makes uh, uh George Mason special, and it’s why I work here, and It’s what I strive uh to achieve every day to make it special for the learners. We don’t always succeed at that. But, uh, you know the intention is there.

Doug Wilson: And so if you, if that sounds good to you, if this sounds like a place where you want to be, then come on, we’d be happy to have you.

Shahron G Williams van Rooij: I’d like to follow up on Dr. Wilson’s point about the student who works for fema.

Shahron G Williams van Rooij: I also had that student in my seven hundred and six class business of learning, design and technology, where you write business cases to get funding for your learning and Development Project. The business case that he wrote in seven hundred and six with me. He fleshed out into a project plan, and five hundred and seventy-three and now he’s actually putting it together in Dr. Wilson’s class, so that you can see across our curriculum. It’s about the real

Shahron G Williams van Rooij: real world and applying what you learn in theory, class, concept, class, etc. To real world problems to create product.

Doug Wilson: I just wanted to add that.

Doug Wilson: Can you go out and solve a real world uh problem with it? And and I encourage all of you. Uh, as you’re thinking about the program to look at the mission, the mason uh Mission statement, and what it asks of students and asks of the instructors and our whole community.

Doug Wilson: You know, we’re trying to basically create a better world out there. That’s not the the mission statement spelled out. But I encourage you to go to the website and and look at that, and and and ask yourself, Do my personal values align with what George Mason is about, and what we’re trying to do, and if the answer to that is yes, then you’re on the right path

Shahron G Williams van Rooij: great. Let’s go to the next slide, so we have plenty of time for questions at the end Next slide, please. Great

Shahron G Williams van Rooij: uh. Now do you want to take this one?

Nada Dabbagh: Sure? So in the Northern Virginia area as you can see from this slide, we have a lot of partners and lot of opportunities for hiring instructional designers. So These are just some examples that you see there that actually have. Already we have a whole set of alumni that have graduated from our master’s program in the past decade or more. Uh, and they are working for man, tech for pixel for saic. Some of those that you see here like, who’s Allen Hamilton

Nada Dabbagh: S. Aic. Bixel and Mantek and Battel are actually government contractors. Obviously, our location in Northern Virginia is very, you know, ideal for hiring trainers and training specialists uh from our program, because we have a lot of government contractors that do a lot of training for uh for the government. So we pride ourselves in having those partnerships, and just now Dr. We and Roy just posted a position.

Nada Dabbagh: We have an it lists that we constantly funnel with positions from our partners, and we post them to the listener. And um. They always come to us because they know they want to hire instructional designers that have graduated from our program. They value our program a lot. They also sometimes give us projects. As as you’ve learned So far, our program is very project based. So we need a real world uh instructional design project for our students to work

Nada Dabbagh: on. We reach out sometimes to those partners or to our alums that are working at those partners and ask them if they have a training project that they would like our students to work on. And um,

Nada Dabbagh: they are always very uh, you know, uh open to that, and they and we try to get our real world projects uh from from our partners. So we have a very good connection with the workplace, if you will, and particularly with companies who are government contractors and nonprofits as well, such as the Smithsonian and National Geographic, and also you can work in higher education. Again, this program is meant for you to work in

Nada Dabbagh: higher education context to work in government corporate nonprofit uh th. This is sort of the the workplace context that we we work with, and we, you know our students end up eventually having a jobs with. So we’ll We’ll have some questions in a bit. So next slide, please.

Shahron G Williams van Rooij: Oh, this is my favorite slide. This is from the website. Pay scale, dot com, and you can look this up on your own at any time. But in the last ah data collection cycle, which was a two thousand and twenty-one. They haven’t gotten twenty-two published yet they talked about the earning potential for your bottom line instructional designer from when they start in the field, you know, with the ink still wet on their

Shahron G Williams van Rooij: agree. Uh, at tool. The point where they move along this is not include management positions. These are basically the worker B, so to speak, and to what the earning potential is over time and uh, compared to some other occupations. And again in pay scalec. You can see some comparisons to once people get into management or to other areas in learning and development that are related more to Hr. But

Shahron G Williams van Rooij: But are not that far afield? This Uh. Field plays pretty well. But again, remember, this is two thousand and twenty-one data, since two thousand and twenty-two and the shortage of workers

Shahron G Williams van Rooij: bonuses are not shown here, and a lot of employers are offering signing bonuses to join the companies. Salaries have gone up. I forget what the specific percentages from the Bureau of Labor statistics, but significantly higher in two thousand and twenty-two versus two thousand and twenty-one. So the bottom line is, you’ll have no trouble paying the mortgage. If you have a job in this field

Shahron G Williams van Rooij: next slide.

Shahron G Williams van Rooij: Okay, this is one of our alums Speaking

George Mason Online Admissions: Never felt alone. Uh, we always just had the sense of connection in the online courses in the program.

George Mason Online Admissions: The online courses are way more than just logging into to zoom and listening to a lecture from the Professor. You don’t need to be in a classroom.

George Mason Online Admissions: Being an online student may be a much better online teacher. Six hundred.

Shahron G Williams van Rooij: So that’s uh, Jill Mitchell, one of our alums,

Shahron G Williams van Rooij: giving you the highlights of her takeaways from the program

Shahron G Williams van Rooij: next slide, Please,

Shahron G Williams van Rooij: Ned, you want to speak to these photos?

Nada Dabbagh: Uh, sure. This was our first cohort for the masters of science. Our program used to be a masters of of education and curriculum and instruction. Now it’s officially accredited by Chev, which is the a State Council for higher education in Virginia, and it is the masters of science, as you could see. And this was our first kind of cohort graduating. Um, not all of them came to campus, but those are the people that were able to come to campus for

Nada Dabbagh: graduation. And, uh, as you could see, their families also came in the picture on the lower right hand side. You see Dr. Ben Roy, and you see myself behind the lady in the red dress, and then we see one of our some of our students back there, and so we were very proud

Nada Dabbagh: of our graduates. And um, we still keep in touch with them. So it was a really a great occasion, and, as we all mentioned, you know you have.

Nada Dabbagh: They’re all coming from different walks of lives, and have been really successful in uh, you know, pursuing their their career calls

Shahron G Williams van Rooij: next slide, please.

George Mason Online Admissions: So I guess who’s going to talk about it? Well, normally, our admissions. Folks speak to this slide. Are you able to do that? If not, I can. No, that’s no problem. I can definitely do that. So the admissions process for this particular program. Um, they’re going to have to have a bachelor’s degree if you have a masters that’s always a plus um. But for this particular program you’re going to need to have your bachelor, or also I know some uh international students are able to get a back or master through the out of bachelors. Um. So just in case you do need a better,

George Mason Online Admissions: we do accept transcripts and things, or excuse me. Um transfers of uh

George Mason Online Admissions: uh credits and things of that nature. Um transcription resin uh your updated resumes are always needed. So when it comes to transcripts, we can have the unofficial um when we’re looking it over. When it comes to sending in the application, we want to make sure we always have the official transcripts sent in with the application. Um, you’re going to have a goal statement. So with the goal statement, you’re basically giving the gist of

George Mason Online Admissions: what you bring to Mason as a student. And what what? You can add to the program as a student, how the program is going to help you as a student help you succeeded within your life.

George Mason Online Admissions: Um! And then you’re also gonna have two letters, a professional. What is a recommendation? So I always say, make sure this is a manager or a boss or a supervisor of some sort. A professor is always great to um. Never family members, no friends want to make sure this is as professional as possible and make sure It’s someone that’s known you for a couple of years. Somebody that knows you inside and outside of workforce. So they know you personally. Um, but also know you behind that workforce also

George Mason Online Admissions: um, and know what you can bring to the table situation.

Nada Dabbagh: And one thing you you saw there is that no gr are required. So that’s a good thing, and we also value your work, experience. So on your resume these highlight, your work experience, so that we, you know, uh, can look at that easily. And then that personal goal statement is about seven hundred and fifty words, like a page and a half, or something like that. So it’s not, you know. Um, very, very complex. It’s a pretty straightforward application process.

George Mason Online Admissions: Okay, Do we have any uh questions at all?

Nada Dabbagh: Yeah, feel free to unmute and ask your question. You know, online, you don’t have to put it in the chat, since we can see you. If you prefer to put it in the chat. That’s fine. But, uh, we do. You have any questions for us, Elaine? Janessa, Rebecca Rebecca,

Rebecca Outland: I would say, if you are going to go through this program, and you are already on an entrepreneurial track.

Rebecca Outland: Um! How would this program this particular program help you if it’s

Rebecca Outland: pertaining to opening your own business. Um! Not so much working for a government contractor or another employer,

Nada Dabbagh: so you can actually And and you know i’ll wait in first, and let my colleagues way in. You know, as we mentioned, you’re building sort of a digital portfolio of artifacts of what you’ve designed in each of the courses that you’ve taken in this program you’ve also worked with in a group setting with, as in our Ux design courses. You’ve worked on real work projects. And you’ve, you know you have a design document. You have a prototype. You’ve built something sometimes you might have.

Nada Dabbagh: We use articulate storyline or articulate rise to build a an e-learning, so you can feature those as part of your branding. And, like I said in the beginning when you take this course that allows you to come up with your professional identity package. You really can sort of uh dive into what? What?

Nada Dabbagh: What’s your niche in the field. So if you want to open your own consulting company and your, you know. Maybe you will become an expert in us design, and so maybe that will be your um niche, and when you, you know, want to get projects or clients, you say, you know, i’m an expert in Ux design, or maybe you want to focus more on project management or so. What What this program adds, I mean, Of course i’ll say personally,

Nada Dabbagh: like, Open your own consulting company in the future. I would recommend that you also get your Phd at some point, because, as a dog, when you have a doctorate and you’ve done research, and you’ve done studies, and you have data, and you’ve collected data. Then that kind of put you over the top to say, You know, i’m an expert in this field. But with the masters of science and learning, design and technology, it can also help a lot. As I mentioned one of my students right now. Doesn’t want to work for. Government

Nada Dabbagh: doesn’t want to work for anybody that he wants to work for himself, and he is starting to build micro learning courses, and he wants to host them. Some place on a platform, and he might, you know, be connecting with others to get people to take the courses that he’s building, So that is that entrepreneurial area, and that he’s going, you know, for so I think, with the masters of of of science and learning, design and technology, We also have a course on learning analytics, so it helps you

Nada Dabbagh: focus on your niche like you could say. You know I can help you improve performance improvement by leveraging uh all the analytics in your organization or I can, You know it helps you really solidify your um skills and be able to uh really um

Nada Dabbagh: come up with your own niche and your own interest, and this way it’s kind of put you at a you know, on the top, or or it’ll It’ll help you

Nada Dabbagh: sell you whatever you want to sell when you have It’s not just like, Okay, i’m just getting a a master’s degree. No, you learn how to be, you know, really customize it to leverage your own interests, and i’ll, I’ll let Sharon, and to add on to what Dr. To Bob has said. Whether you’re working for yourself or working for somebody else, you have to have credibility

Shahron G Williams van Rooij: and be able to show that you know what you are doing.

Shahron G Williams van Rooij: And as part of this program as you’re learning how to make product and how to solve problems, to to to solve, how to address problems with your product. You are also working on building your network,

Shahron G Williams van Rooij: and as your network grows that’s where you start, you know. Building leads getting ideas, building contacts. So you’ve got your products that you’ve built in the course as evidence. You’ve got your network, your postings, and at the end of the day,

Shahron G Williams van Rooij: when you’re trying to to get some business, you can say. Look here’s what I’ve done in the area of whatever area it is that you’re interested in, and and That’s why you should hire me for your particular project.

Shahron G Williams van Rooij: So it’s about having the credibility as you go in, and showing you know what you are talking about as opposed to somebody who, you know, just decided one day. Gee! This looks like a great field. I think i’ll go out and hang out my shingle. No, you’ve got to have the credibility through the right foundation of education, training, and building your network. Does that answer your question, Rebecca.

Rebecca Outland: It does

Nada Dabbagh: anything any other questions.

Rebecca Outland: Um, I do. Have you guys discuss some of the core classes and some of the electives, And you were discussing about a student that you had, and you two of you had the same student. Um, I know I’ve had classes for my bachelor’s degree where they were interconnected,

Rebecca Outland: you know, and one leads into the next. So when it comes to making projects, you have like a project that you start with a beginning class, and it follows through until the end of the program to make one

Nada Dabbagh: big project or multiple projects. It’s multiple projects. Rebecca. I’ll take a step at this, but it’s an excellent question. So remember you are in a degree program. So you have to take courses in a certain sequence, Right? I mean, you can’t just take any course anytime you like. That’s why Dr. Wilson, the first semester you’re in in the program. You take the seven hundred and five and seven hundred and four, the seven hundred and five is your basic instructional design. Course

Nada Dabbagh: they’re all project-based. You do a project there, you’re learning about the Id models the agile Id models. Not just the classic addy model or backwards design, et cetera. And then in seven hundred and four, you’d learn about adult learning theory and the goji, and you also learn how to do your own reflection and and design a document. Now the Ux design courses, for example, that you would take in your third semester. Of course you are on the same project on both of those courses, and you have to take

Nada Dabbagh: them back to back. So you take seven hundred and thirty-two, followed by seven hundred and fifty-two. And you’re working in a team on the same project. Sometimes The projects come from you. The students like you guys are working for a company, and you know that your company is in need of a training program and you pitch it. You have a chance to pitch all of the projects that you want, and then the Professor, of course, decides whether the project aligns with the learning outcomes of the course, and says yay, or they,

Nada Dabbagh: and then you form the team. So in this particular sequence, of course, is seven hundred and thirty to seven hundred and fifty-two. Yes, you work on the same project in the same team, on both courses, in the advanced instructional design course that I typically teach where we’re doing constructivist learning environments and designing, meaningful online learning and goal, based scenarios and learning. By doing, et cetera, you can build on what you did in instruct in the it seven hundred and five. We have no problem as fact.

Nada Dabbagh: So I’m going to be helping you thread assignments, you know, across courses, but in a way, of course, that aligns with the learning outcomes of the courses. But we don’t have like one project that goes from the beginning until the end. No, it’s more. Um, you know there are sequence courses and the electives. Sometimes you take them in the summer, and the electives are not really connected to the core courses, so you could be doing, you could take one of the projects that you

Nada Dabbagh: it in seven o five, and maybe design a component of it, using articulate storyline, if that’s what you want to do in in that course. Our elective courses are also grounded in instructional design, criteria, and then we we consider our us design forces sort of our capstone forces,

Nada Dabbagh: and then we have the six thousand one hundred and one, the trends, and we, you form the networks and all that this is where you’re developing your identity in the in the field, and you’re doing a goal statement and action plan and a professional identity package. So I hope that answered your question. Yeah, in a nutshell. Our feel is way too varied and diverse to have one project for everybody from beginning to end. I mean, that’s not the real world of learning and development, so that that’s it. Unlike Medical school,

Shahron G Williams van Rooij: for example, where you know, you follow the same procedures all the way to up to your uh the last year of your medical school, because the human body is only made in a certain way, and they’re only with certain things you can do, whereas for us this field is way too varied for that

Rebecca Outland: makes sense. Yes, thank you, ladies. Okay.

Shahron G Williams van Rooij: How about Youanessa? Janet has been quiet all evening. Any thoughts you’d like to share or questions you might have.

George Mason Online Admissions: I don’t think Janet is gonna have any questions tonight. Um. What about Jacqueline? Jacqueline? Do you have any questions?

Jacqueline Gooden Seay: No, I don’t have a question for, Say, but i’m really interested in developing as um Rebecca said, earlier. You um your own business. I’m in technology right now, actually, and I like um faculty at

Jacqueline Gooden Seay: one of the community colleges. And I want to make sure, because I meet a lot of adult learners at that point uh how to integrate technology and to make sure it’s meeting their learning needs in a technological manner.

Jacqueline Gooden Seay: So this that’s why i’m interested,

George Mason Online Admissions: awesome love to hear that.

George Mason Online Admissions: Um, I know some particular questions. Some students do ask about every day with the program in terms of start date um start date. The next start date is May eighteenth um in terms of

George Mason Online Admissions: I know the professors kind of talked a little bit about what to expect in within the classroom in terms of length. I expected hours each week. You will be working within the classroom online. Excuse me, um about five to twelve hours a week. Maximum Um! When I say twelve hours. That’s the heavy weeks in terms of the average weeks. Um! You’re doing more project base as they’ve already discussed. So you wouldn’t have to be uh worried about having deadlines in terms of like tests and things of that nature.

George Mason Online Admissions: Um, but project-based things of that nature. So you’ll have that So you probably be spending more on that higher end of five to twelve hours a week, um, finishing up those projects of that nature, making sure you’re attending the lessons, and then having your own individual work in time. Um! The deadline. The deadline for spring is December fourth, I believe I don’t know I heard I heard May eighteenth, but the starting

Nada Dabbagh: of what the summer session starts on the eighteen. That’s the summer, but if they’re applying for the spring semester,

Nada Dabbagh: they start on January seventeenth, Gandhi. That’s correct. January seventeenth, I was answering somebody’s question in the chat, so I didn’t hear. I apologize. Yes, yeah, deadline. If you guys are interested in applying for the spring semester this coming spring semester, you need to have your application in by December. And then, as we mentioned, the semester starts January seventeenth, and then, you know, you will be assigned an advisor. The faculty are definitely available. You have an advisor, one of us,

Nada Dabbagh: one of the four of us that you saw on the first screen, either myself, Dr. Williams, the Roy, Dr. Doug Wilson, or Dr. Brendan will be your adviser, and she will meet with you to go over your program plan. Once you’ve been admitted to the program and make sure you have a program plan that stretches across approximately two years to get your program done.

Nada Dabbagh: So yeah, the faculty are definitely available via email, of course, and we schedule appointments with you. And that’s a great question. Um

Nada Dabbagh: Jenessa also in that. Um. So Dr. Wilson, I mean all three of us here, even though the the program is asynchronous as we mentioned. So we don’t bind you to a specific place and time like we’re doing right Now we’re in a synchronous zoom meeting, but we want to know you as well. And even if we are not your advisor, we we do schedule office hours like weekly or by weekly, so that you guys can drop in if you have a question so we can see your face. You can meet,

Nada Dabbagh: you know, uh with us, and and discuss anything you want about the course. And and also you have your advice.

Shahron G Williams van Rooij: We have two other folks uh uh Elaine,

Shahron G Williams van Rooij: one of the person. Elaine, did you have any questions?

Shahron G Williams van Rooij: You’re welcome

Shahron G Williams van Rooij: questions or comments, and if your mike’s not working, you can type in the chat, I know. Sometimes these mics go off.

Elaine Nuzzaco: No, hello. Good evening. Um. So i’m kind of listening here as a current uh K. Twelve Educator. Um! Just considering what might be another path. Um,

Elaine Nuzzaco: I will say one of the factors that I’m considering is um salary,

Elaine Nuzzaco: so I need to. I need to have. I have to reconsider, possibly starting over as a

Elaine Nuzzaco: uh, not a young person. So that’s something. Um, that i’m having to to consider

Elaine Nuzzaco: We’re looking at a program like you, Lane, Are you interested in just exiting the K to twelve classroom or exiting K to twelve altogether, because our roles within K to twelve that are not classroom based. Yeah, our Lts program addresses that as well. I don’t not to be. To be honest, I don’t think I know enough to make that determination. Um, So I guess my first my first

Elaine Nuzzaco: reaction would be um for the sake of doing something different. I probably would be interested in leaving K. Twelve,

Nada Dabbagh: so unfortunately we hate to see you leave K. Twelve teachers are in dire streets, and we we value that. But we have, unfortunately, but fortunately for our program. A lot of teachers like you who have entered our program, and they just want to widen or broaden, as you mentioned their opportunities, and some of them are still teachers right now in the class that I’m teaching. I have two or three, and they will apply for instructional design jobs. We can help you get an in

Nada Dabbagh: internship. And I’ve done that with many of our teachers Students who have not worked,

Nada Dabbagh: you know, in higher ed, or, let’s say, workplace, corporate learning, et cetera. So we do have opportunities for you to do an internship in the summer to add it on your Cv. Or your resume. Also teaching counts. I mean, you’re a teacher. So teaching and curriculum design counts, you know, and you probably use technology. Also, All of that, you know, will play a role in you seeking um jobs in instructional design in a different context or a different market.

Nada Dabbagh: And as I mentioned, you know, the most important thing that I get from teachers who want to switch, as you know, Can I get an internship, and we we have helped many teachers get an internship in the summer, and you know, broaden your your perspective, and you’d be surprised. I mean you’d find a job in higher education. Maybe that would might be a nice alignment going from K. Twelve into higher, as as an instructional design, or working with faculty as Dr. We use when Roy mentioned with the salary,

Nada Dabbagh: I don’t know. I mean i’ll let Dr. We’ way in on that, if you, if you’re coming out of the K twelve and and and you get a job instructional design, I mean in in the beginning. It’s not going to be at the high end. Right? I mean you have to, but it’s not going to be at the bottom, either. The bottom level is for somebody who has absolutely no experience with anything even remotely related to training and education. So, For example, if someone uh worked, worked as an administrator

Shahron G Williams van Rooij: of assistant in a company and decided, Okay, I need to. I want to do something else, or they were. I don’t know what whatever. But if it’s not related to training and education. Yes, they’re going to start at the bottom. But okay, So you’re saying that that my my years in education may be compensated.

Shahron G Williams van Rooij: Oh, absolutely, especially if you’ve been in education for a while.

Shahron G Williams van Rooij: If you’ve been a teacher, for let’s say more than three years, and then um! Which is what the labor market considers moving out of early career and starting mid career. But if you’ve been a teacher for more than three years,

Shahron G Williams van Rooij: and then you, you! You engage in this program, and then you go out for an internship or go into the market. You’re not starting at the bottom at fifty-seven thousand, which is somebody who has no knowledge of the field at all would start. And you also have a master’s degree right, and you have a master’s degree.

Elaine Nuzzaco: It’ll be my third one.

Nada Dabbagh: Oh, you are by the way, we can apply some credits to transfer in, as uh our host mentioned in the beginning. Not a lot. And it depends how how, if your master’s degrees within six years of your application to our program we can transfer up to twelve credits into the masters of science and learning, design and kind of technology. I’m actually alumni of the

Elaine Nuzzaco: College of human development.

Nada Dabbagh: Oh, you are of our Phd. Which Which me d did you get? Uh the educational leadership? Yeah, yeah, that’s it. I think it was more than six years ago now. So yeah, and you don’t want to be a principal or or not superintendent of schools not in twenty twenty-two.

Shahron G Williams van Rooij: I I don’t blame you. I don’t blame you. It’s rough out there,

Nada Dabbagh: all right. Well, if you, if you need to have more one on one discussion with us, Elaine feel free to email me, or Dr. We as the Roy or Dr. Wilson. And you know, after you’ve looked at the website, can you give them um. Can you give them the website, please, of our program so they can take a look.

Nada Dabbagh: Yeah, if you could put that please in the chat, because what you have here on this page is um, just the the the mason online.

Nada Dabbagh: Yeah. Well, I guess they can go there and look for Dms and learning design, they can. It is a very easy to find. Yeah. And then you can reach out to that email there, and you can call and you’ll get um someone like um, Our host, who can,

Nada Dabbagh: you know, explain more the application process and all that. But if you want to talk more about careers and where you are, what you want to do, and what’s happening in the field, I mean, I think we gave you a pretty good look of what’s going on. But if you would like more more details, you know you can. You can reach out to us right, Dr. Wilson. Is there anything else you’d like to.

Doug Wilson: I I just want to say thanks for for being here taking an interest in our program, and we hope you learned a little bit more this evening than you knew before you came in, so i’ll look forward to hearing from

Doug Wilson: hearing from you Thanks for being here.

Shahron G Williams van Rooij: Thank you, everyone, and we look forward to receiving your applications.

Master of Professional Studies in Applied Industrial and Organizational Psychology Transcript

George Mason Online Admissions: thank you. Everyone for joining us tonight. We are having our virtual open house for online masters of professional studies and applied industrial and organization, organizational psychology. I apologize. It’s a little bit of a mouthful. Io cycle

George Mason Online Admissions: uh, We’re very excited to have you all here. Thanks again for joining us. Um, we’re going to be mostly using the chat feature. Uh. So if you have questions as we’re going along, feel free to type them into the chat feature, and we’ll do our best to make sure that they’re all addressed. Um,

George Mason Online Admissions: yeah, thanks for joining us at this point. I will turn it over to our wonderful presenters. We have program director, Dr. Afra, Mod and assistant director, Dr. Kevin Stgel. Here’s the agenda. So we’re gonna mit

George Mason Online Admissions: some professional development opportunities. And then we’ll look at some student testimonial. Um, and i’ll go over the admissions requirements, and then we’ll. We’ll answer any questions that we didn’t get to uh during the the session itself. So at this point

George Mason Online Admissions: I would like to turn it over

Afra Ahmad: great.

Afra Ahmad: So thank you all, and welcome. My name is Dr. Opera safe. Edmund and I am the program director for the Mps program in Io psychology. I am a long time, Mason Patriot. I went to Mason for undergrad masters, and my Phd. And I’m. Thrilled to be back. And you know, developing and launching this program, and my research specialization is in diversity, equity, inclusion. So that’s

Afra Ahmad: what I do. Research on and publish, and my dissertation with folks from that topic. And i’m happy to talk to students more about that, especially when they’re in my research methods and practical courses. And now it turned like I turn it over to Dr. Kevin’s Day.

Kevin Stagl: Hi! I’m Kevin Stgel on the assistant uh director and assistant professor here at Mason. Um. My backgrounds are primarily in B two B. And Bdg: consulting um. I have uh started my career at um an assessment, a series of assessment consultancies

Kevin Stagl: primarily doing private sector work, um executive assessment and assessment centers. Um, and then moved on to uh graduate school and worked at Uh University, Central Florida Institute for Simulation and Training,

Kevin Stagl: which is a Research Institute. So I was primarily doing B to your business to go. That’s more G to G. A. Government to government consulting um, And after that I did a a bit of both uh for about fifteen years, and Now i’m in academia here at Mason.

Kevin Stagl: I’m. Very much like getting forward to to all the knowing, all of you, this evening and uh all, I study teams, teamwork, team performance, human performance and learning training development. Okay,

Afra Ahmad: alright, we’d like to start by getting you all. If you are not familiar with George Mason University, just letting you know that we’ve been around for a while since one thousand nine hundred and fifty-six I don’t know if most folks recognize that we became our independent institution, one thousand nine hundred and seventy-two. We are currently the largest public university in Virginia. So Some of you tuning in from Vienna and Fredericksburg. Um. You might be familiar with that. We are considered in our one um Doctoral Research University,

Afra Ahmad: and we have three campuses. So we have three campuses in Northern Virginia. Once we might be familiar with the Fairfax campus. We have an Arlington campus, one in Prince William, and then we have a South Korea campus, and of course, uh more and more online programs. And we actually went ahead and started prior to the pandemic. And then we continue to expand our online offerings here at Mason.

Afra Ahmad: Our Io program was also found in one thousand nine hundred and seventy-two we have had io faculty members in the fields, you know, as prominent academics and practitioners, and five of them have been associated, as you know, with sign up as being President. So everyone associated with Si up to some degree as a, you know, affiliate member and volunteer. And Kevin. I was just talking about this morning, too, volunteering our time to review conference emissions and do multiple activities with them. But we’ve had five faculty members who

Afra Ahmad: have been president of our professional organization and several of our students, whether it’s Ph. D. Ma. Or Mps. They’ve gone on to work in multiple organizations, you know, nationally and internationally, and several of our Phd Doctoral graduates have gone on to work in academia at top universities.

Afra Ahmad: So, Rio program it’s the number of faculty makes us the largest dial program in the country. And so the Ph. D. And M. A. Program. Hopefully, you guys have done your statistics and everything, but you recognize that we have. We are on the top, five in the country, And so the faculty that are teaching or in our on ground. Ph. D. Andma programs are also teaching in our online program. So we have these three different pathways, and we’re helping students find what the best fit is for them.

Afra Ahmad: So that leads me into identifying sort of what makes our online Uh Io program unique. Well, as we mentioned, we have renowned faculty and experts and innovators in the field, the folks that you’re going to be reading about in your scholarly articles and your textbooks. They are faculty here at Mason, past and present, and so that’s really exciting when you get the opportunity to learn from them directly, as they have built out your coursework, as they are engaging with you during office hours,

Afra Ahmad: and live synchronous office hours, as they are um communicating with you through announcements, and providing you weekly feedback on your work and deliverables.

Afra Ahmad: And so you get an opportunity to learn from and grow from. You know, with the faculty teaching in the program, and this again includes the tenure track faculty who are teaching our, you know, undergrad on ground masters and on ground traditional Phd. Programs, but also adjunct faculty, who are in prestigious organizations and doing a variety of um tasks in the industry. So they’re getting a hands on experience from. You know their teaching offerings.

Kevin Stagl: Anything else you want to add to that, Kevin? Haha! I just want to brag a bit more about our our Mts program. Um, the faculty that you’re going to interact with six Si up fellows, which is the most distinguished uh member of Cy out. They’re very, very senior from fellows and

Kevin Stagl: um. They’re both adjuncts, but their core faculty includes four or five um with including the business school so very senior people. Um, just a terrific opportunity to uh, and I think that it really is a competitive differentiator of our program so

Afra Ahmad: great. Thank you.

Kevin Stagl: I’m. I’m just gonna add just to balance that a little bit for those that are more on the practitioner scientist side. Those adjuncts include people from Google, Amazon. Um. The Army Research Institute and other major entities that are engaged in um,

Afra Ahmad: all all a full spectrum of activities, just a a terrific faculty, category and support system around it absolutely, and Several of those agen faculty have their own consulting practice, and they are hiring students and engaging students in applied work for clients, and that’s all. Often an exciting opportunity for several of our students.

Afra Ahmad: The second unique feature is, We do have a flexible online format. We so sometimes to you know, faculty and students and perspective students ask us, Well, if you already have the on ground masters and Phd. Program, why did you begin offering the online program? And honestly, quick, frankly, we get

Afra Ahmad: so many applications in the Phd. And Masters program, and we have a select number of slots. So we have about four Phd students coming in in a year, and, you know, give an academic year, and then about,

Afra Ahmad: you know, between twelve to fifteen master students coming in a year. And now these students we’re applying from all of the country will need to move to the Northern Virginia area to devote their time to their studies and pursue this degree.

Afra Ahmad: Now, this Online Co. Offering it allows us to welcome more students into the program and the fields. Quite frankly, we have three cohorts coming in a year. So in the spring, summer, and fall, and students are all over the country as well as we have some better place internationally, and they’re able to continue their full time jobs and family demands and still pursue their educational goals of getting a degree in in aisle psychology.

Afra Ahmad: And so our flexible online format allows them to do that. Now we, you know the program is designed to be asynchronous, and we do have some synchronous components, such as office hours, which are highly encouraged, but in successful students are engaging in that time, but it allows you to sort of, you know. Figure out what best works for you, and working in the morning in the middle of the day, in the evenings, as you move through the coursework each week.

Afra Ahmad: And so this is definitely a compelling factor for students who are juggling many other demands in their life,

Kevin Stagl: and and we were just mentioning the student we have from Seattle, but that’s just down the street. Compared to some of our students that have attended from South Korea, Italy, uh Germany, the Bahamas, Uae, and elsewhere absolutely

Afra Ahmad: Third, we are competitively priced for a master’s degree. I did the competitive analysis myself, and actually we looked at other. I o programs um across the nation and hold their tuition rates. And the reason I did this was because there was conversations from the college and higher administrations about. If there should be tuition, increment or not, and you know, we were able to demonstrate that we were competitively marketed not to increase it any further. And so again, when you’re looking at those opportunities

Afra Ahmad: out there throughout the country. You’ll notice that you do have that advantage coming here to Mason. And finally, there’s financial aid programs, and it gives you lifetime access. Not just to Mason’s career network services, but your alumni network service. Once you are a student, you are part of the George Mason Aisle network and alumni network, And what that means is you have access to the Phdma and Mps students. You have access to our lists, and so you know our lists are. We’re constantly being contacted by employers who want to hire mason students and mason,

Afra Ahmad: alumni, and we forward those announcements out to our You know, alumni. So whether your current student or an alumni. You’ll be hearing from us, and you’ll be able to get engaged with us and stay um active, and communicate with us as a current student as well as one that’s graduated for years to come.

Kevin Stagl: There’s also a tremendous educational benefit, a lifetime student benefit to be able to attend what we host are in the Phd program. Host is a learning series, and uh, those, those are some of the most uh well respected consultants and scientists on the planet who come in and speak to the Phd students and Mason alongs.

Kevin Stagl: Uh, there are some meetings that we host that you’ll have access to, and guest speakers and recorders come once a month, and you’ll have access to those as well. So um! This is really a a career continuum, and we we intend to support you during that entire um process.

Afra Ahmad: We actually have Deloitte coming in um for a November monthly call. It’ll be here in a few weeks. So

Afra Ahmad: again our Io program, we, while these other programs have been around in one thousand nine hundred and seventy two, we began summer of two thousand and nineteen, and we are focused on the scientists practitioner model, which is the heart of our field. So we are preparing you for an applied career in a wide variety of industries and positions. Um, But we are balancing that scientist practitioner model. So you will be making, you know, decisions in the workplace based on research based on evidence based on scholarship. And you’ll be integrating those two worlds. But we’re going to provide you the competence

Afra Ahmad: and skill set to do so, and that’s what the is in the heart of our field as an Io psychologist, but also our program,

Afra Ahmad: some major activities you’ll have. You’ll expect about a year and a half, of course, work. So we do phone eight week modular schedule where you’ll take one class at a time. This allows you to focus and balance your other time demands with work and family. So typically the on ground, masters are taking two classes for fifteen, sixteen weeks. But you all will be focusing on one class at a time as you progress through the program, and previously we didn’t even have breaks between those classes, or the you know, spring, to summer, or summer to fall.

Afra Ahmad: But now that’s changing so we have a new academic calendar coming in place spring of twenty-three, because we’ve advocated for some of those breaks, so you will get some a little bit of time off between courses in a given term, as well as some time off between um semesters, spring to summer and summer to fall.

Afra Ahmad: Each of our courses includes apply projects and assessments,

Afra Ahmad: and so, you know, every week you’ll be engaging in sort of these different buckets of exercises and activities. The first bucket is your learning resources. This is where you’ll be, you know, required to read scholarly articles engage with the textbook videos, and so forth. And then you’ll have an opportunity to practice in an on, you know, graded

Afra Ahmad: easy format sort of what you’re learning, and then you’ll be asked to discuss some of it, and just got different discussion prompts and apply what you know to different applied exercises for a given week, sometimes leading to a larger deliverable. So, for example, in the selection course Um, there’s a job analysis project. So you start doing little pieces and chunks of it over four week time period, and that leads you to the larger deliverable of a completed job analysis project. Um! And then you wrap up often with a short knowledge

Afra Ahmad: check with just making sure that you’re understanding and retaining some of the information you’re expected to in your readings

Afra Ahmad: and students do complete their own applied projects in the practical course which i’ll get to in just a minute.

Afra Ahmad: So for just if you’re just wondering that’s a little bit of overview of our required courses. When you come into our program you’ll start off the program with Dr. Steakl in the site five hundred and ninety-eight intro to the science and practice of io psychology, and that is really intended to

Afra Ahmad: sort of make sure everyone’s on the same page, because you all are coming from a variety of educational and career backgrounds. So making sure you’re getting familiar with our jargon and our expectations in the online program and what it means to look at articles and writing an apa format and those sort of things,

Afra Ahmad: and then you dive into the foundations of organizational psychology and followed by the you know this is a little out of order. But then you go into the applied data analysis one, and then you come back to the foundations in industrial, organizational psychology, and then applied analysis to the employee selection. And then you do the research method and practical, and then you have the number of electives that you will have a choice of taking

Afra Ahmad: So students often ask, What does this practicum experience look like? No, you don’t have to quit your full time jobs to do the practical requirement. It’s again about being a scientist practitioner and practicing those skills of being a scientist practitioner. So in your first week you’ll work in small groups,

Afra Ahmad: and you’ll develop a research question ideally, one that you’ve been pondering over in your own work, you know spaces and one that you can work towards finding a solution to and giving some data back to your own organization. And you’ll conduct a Literature review work on outlining the Introduction section just like this collie articles you’ve been reading and integrating all of the literature out there and proposing a methodology, and it’ll get some practice into survey design and best practices of survey, design and building out those surveys

Afra Ahmad: into qualtrics, and figuring out and identifying how you’re going to be running your analyses. And once you wrap up that you know final proposal, you’ll be getting feedback every step along the way, from instructors as well as your peers, as you go grow and build that proposal.

Afra Ahmad: You’ll collect the data again ideally from your organization. Um, but a lot of times we know this is challenging um due to some restraints with permissions. Things like that so often students leverage their networks, their family and friend networks, and I’m smiling because one of the things that’s often said in our virtual graduation is family and friends are grateful that they have an opportunity to stop taking more surveys; that because they’ve done a ton of them for students in our program.

Afra Ahmad: Um. But then they, after you collect all the data, you’ll get practice on cleaning that data, running descriptive statistics and analyzing those results and writing up that discussion section. Once you finish up that full academic research paper, you’re practicing your building on your client presentation skills and writing a white paper and connecting an applied presentation, so that you can get better more practice on presenting results to a non technical audience.

Afra Ahmad: And now i’d like to turn it to Dr. Stable as he talks a little bit more about Io in the Intro. Io. Course, how you talk. Learn more about the Io competencies and assignments related to that

Kevin Stagl: absolutely and and why I do that if if you’ve just been emitted, and I admitted a few people recently drop in the chat room a little note about uh who you are, and we’re just names where you’re from, and you undergrad that’d be fine. Um! But this is uh

Kevin Stagl: the uh core confidence model uh that Cy Out has adopted this society uh for industrial, organizational psychology. And um, we uh have built our program around this core model of twenty-four competencies. Um, and two uh additional areas of competence.

Kevin Stagl: Um. And so you can uh have a preview of what it is that you’d be studying here. Um! And

Kevin Stagl: uh some of these, as you can see the general knowledge of skills. Um, you you would be uh reinforcing, you know, attaining those and reinforcing those during each course. Um, we we have a a heavy emphasis on, as we mentioned the scientific method and applied research in the workplace. Um. And so

Kevin Stagl: uh, you would be practicing uh professional skills and all forums even here. Obviously, all these are um, you know series. They they’re candid serious meetings, and uh people share

Kevin Stagl: um their their true challenges and their opportunities. And we have um in-depth conversations about those. So you’re gonna practice uh that always, and um the core content. Here you you heard uh, Dr. Maud and myself mentioned uh some of our research interests

Kevin Stagl: in these core areas. Um, if you come down here to ten, the most important, we should probably move that up a little bit. You’ll see groups and teams uh That’s what I study um. And then right after that human performance Number Eleven uh, you have to be uh a team member, and and you have to perform um below uh, somewhere below that you’ll see,

Kevin Stagl: I hope. Yes, twenty, three

Kevin Stagl: right at the end. Barely made it training theory development uh program. We also have to move that one up a little bit. Um. So uh they’re not rank or by importance at all. But uh, these are the topics that all of your uh You’ve been interacting with faculty that are world renowned scholars in these areas and all seriousness. They are the go to people. Um, And it’s amazing. They’ve all assembled here at Mason.

Kevin Stagl: Um, and very, very unique. Uh So you you would. I would encourage you to do some research uh to um think about

Kevin Stagl: um. You can access this document on online at the side of website, and you can begin to think about there. There’s narrative summaries of each of these confidence areas, and you you can begin to explore your own interest and map yourself to what you might be interested in. This is a uh in the same uh report by side a table of how you would attain proficiency in each of these areas, and and you can see formal course work at Mason. Will um largely uh address all of these

Kevin Stagl: um to some extent or or less, maybe a little bit less in consumer behavior down here at the end. And human factors is its own um discipline. And there’s a There’s a robust program here at Mason, but

Kevin Stagl: uh, anyone’s in the learning. Simulation uh is also going to dabble a little bit human factor so, or any kind of machine uh computer design or interaction. So but you can see the form, of course, work in the first column, and then there’s uh we have our own

Kevin Stagl: uh practic home process where you will learn Um! There are uh other supervised experiences. There are amazing laboratories that the Phd faculty run. Um! Here at Mason they work on some really sophisticated problems uh synthetic teammates based on artificial intelligence engines that are cutting edge. Um, They work on uh latent uh how to uh model uh qualitative data through uh interactive voice response and uh text data, they

Kevin Stagl: we work um as a world-renowned leadership scholar, such as Dr. Karl and others. So they’re awesome activities for you to be engaged in. Um, and uh not just the formal coursework. They’re the learning series that we mentioned, and I’m having it to our hard time reading this, our collaborative research is at the end that I mentioned. And so um! There are multiple opportunities here, and this program is really designed ideally for someone who is a working professional, so that you can re it. Generalize and reinforce the lessons.

Kevin Stagl: Learn from the online program. It’s really a hybrid program, because there are opportunities for you going back to that picture of of Mason there. Um! And that beautiful campus there are opportunities for you to come to campus. There are opportunities, um for you to gauge, and uh events that

Kevin Stagl: whether they’d be um hosted at Mason the uh Wheels Host p picnics in the Park. Um, they uh graduation uh sci app conferences. So it’s it’s a very uh I wouldn’t say It’s a fully asynchronous program. It’s it’s almost as much hybrid activity as you want to have. Uh Then again. The meeting. So um! There are other uh

Kevin Stagl: avenues modalities for you to learn uh through besides the actual online coursework. And and so um, we we think that’s a very robust experience. Is there one more of these lines? Yes, so this is the first um one of the first assignments to be complete in week, one, and and it’s all about exploring.

Kevin Stagl: You’re fit to a career in Io psychology, and so we’ll have you

Kevin Stagl: um attend to some of the major job engines uh like, indeed, and monster and linkedin, and as well as some of the professional society engines like Sherman, Cy Up and Apa and Aps, and we’ll you’ll pull jobs, job advertisements and descriptions, and and you’ll use the on net engine, which is an occupational engine um to uh, to scan across the entire economy, and and and through that uh synthesis of information, you’ll have a better sense of what

Kevin Stagl: uh your career uh continuum could be, and uh, the the the required performance and person requirements for those various careers at different levels of a hierarchy. And and you’ll understand how the specific courses, each of the specific courses in the ten core sequence, you know you can add additional host. Graduation

Kevin Stagl: would map on to those career requirements, and so you’ll learn it directly. How each course can help you be better prepared as a scientist practitioner and to market your services um competitively. So

Kevin Stagl: that’s an example of one of the assignments to get you familiar with Io psychology as a discipline,

Afra Ahmad: and how we’re sort of bridging the course. Work with your goals, with your career and your educational goals, and really trying to make sure we benefit from both of those perspectives. So a lot of some of my favorite aspects of the program is hearing how students are in lifetime integrating what they’re learning into the work that they’re doing, whether they’re sharing it during office hours or the discussion boards or sort of building off and being off of each other’s ideas. Um. So that’s one of my favorite parts

Afra Ahmad: a little bit about career outcomes, you know. Oftentimes folks ask, Okay? Well, what a Io psychology will it name me a job? And according to the Department of Labor Bear statistics, we are growing, and we and again. You don’t want to look up just industrial organizational psychology job positions. You can apply to a wide variety of jobs, the competencies you’ll be getting as an Io psychologist will provide you and open the door to many different opportunities out there. And again i’m not going to steal Dr. Stable’s Thunder! But

Kevin Stagl: you’ll talk a lot more about that in the first course, and, you know, expand upon those opportunities unless you want to. I just want to step on it one second, and i’ll let it go. Uh, we just had um people just this month two new interns at Nasa

Kevin Stagl: uh someone who took a position at some Dod Policy Institute working with the Intelligence Community someone who is now the people uh Vp. Of people opposite Morgan Stanley

Kevin Stagl: and someone to take a job with a private equity firm just this month. All which talked about how they use their Io psychology to gain access to those opportunities. So um! That’s that’s terrific to hear It’s heart warming. And um

Kevin Stagl: uh, this is a a very vibrant uh science.

Afra Ahmad: And so, in addition to your course, work some professional development opportunities that our program offers is um, you know, as Dr. Stable mentioned earlier, we do have monthly calls.

Afra Ahmad: So yes, you’re attending courses, and you know, engaging with faculty during office hours. But you also have the opportunity once a month to come, together with your entire program. This is with program leadership. So myself and Dr. Stable. I don’t have to wait until I see you in research methods. Um. But also Co. Students that are, you know, more senior than you or more junior than you, and this provides a great opportunity to network and continue to grow and learn from each other, and we take this time to also invite guests. So, as I mentioned, we’re having to like, come this month

Afra Ahmad: um, and so that you can continue network. Build your networks and learn from folks out there. We have the George Mason Io Program Learning series, and this is typically during the fall In the spring semesters. It’s open to our Phdma and Mps and alumni students. It’s held on Zoom. It’s sort of like a brown back. Lunchtime sort of event where we invite, promised guest speakers, and they’ll continue to expand your knowledge. I know, for our stable and Ira we always attend because we are, you know

Afra Ahmad: we’re constantly learning more and more. We’re always engaged with um. I’m learning so much about the research that faculty are doing, or what’s happening in the five World. I’m always. I wish I could Just you know. Soak up all that information That’s Const constantly getting shared, and it’s very cutting edge because they’re doing the research now prior to even being published. So that’s pretty neat.

Afra Ahmad: And then, of course, you have access to university career services. We work very closely with the career services. We’ve invited them multiple times, but they have the opportunity to review your resume. Cover letter practice interviews with you, and you get access to the career fair, and many job hostings that are on handshake

Afra Ahmad: um from other opportunities. We are always sharing announcements related to jobs, internships, consulting competitions, and things just happening around the country. Um, whether it be, you know, going to the sign up conference, but a smaller conferences, I mean. I’m telling students now. Apa will be in Washington, Dc. And perhaps they can present their research projects and practical projects if they’re local in the area to Apa um next year. So those are some of the external opportunities that we’re talking about,

Afra Ahmad: and I think we’re gonna end with the quote quote from one of our students like she had left that I think you know she was leaving the program, and hopefully just gives you a little more insight into how our students think and feel about our program before I turn it over to Betsy about like sort of preview of the up next steps and application process, and then we can dive into some Q. And A.

George Mason Online Admissions: All right. So to apply for this program prerequisite bachelor’s degree from a regionally accredited university with a minimum of three point zero Gpa. Um, a couple of other prerequisites, a stats course, work and research methods. Course work

George Mason Online Admissions: mit ctl. And from another regionally accredited university. If this is something that you do not have experience with, you’ll want to expand upon this in your experience, grid, and your personal statement, and just one hundred and fifty

George Mason Online Admissions: uh explain what experience that you do have

George Mason Online Admissions: moving into transcripts, so we can accept unofficial transcripts for the application process. But if it once the admission decision is made, you’re accepted into the program. The University will require official transcripts. One

George Mason Online Admissions: um, two letters of recommendation. Choose the minimum, by all means. If you have more than two individuals that can speak to your ability to really thrive in this program. We encourage that you’ll really want your ah recommendations to come from a professional and academic

George Mason Online Admissions: references, preferably supervisors, past or present. And um, we do things a little bit differently with our letters of recommendation. We have a questionnaire format. It’s very clear and concise, and once you get to the point the application where you have to input your references names that will auto generate an email to them. Um. So I always like to give applicants a heads up about that that you know you don’t actually have to have your reference. Write a letter to the Admissions Committee.

George Mason Online Admissions: Um. Your personal statement. This will be in seven hundred and fifty to one thousand words. You’ll talk about your plans and your goals. Why, this program in particular? Why, you think it’s the right fit for you and George Mason two,

George Mason Online Admissions: and apply and my one of my roles as an enrollment counselor is to help make sure that you’re the strongest candidate possible.

George Mason Online Admissions: Um. And I work with a team of enrollment counselors, and we’re always happy to review personal statements. Field any questions about transcripts. Um, We’re basically just here to support you on this journey. We want to see you admitted into the program and help you be the strongest candidates that you can be.

Afra Ahmad: I saw a question come in, and you know, asking, What are the qualities that we look for? We are looking for someone, you know with that bachelor’s degree while she bets you mentioned where the three I had a private message sent to me. What about if my Gp. Is slightly below that.

Afra Ahmad: Of course, we’re trying our best to look at. You know all of these different predictors and all these different factors. So you may have had a bad semester. But did you really pull yourself up and perform Well, Um, later on? Do you have some strong stats, grades, or other things that compensate some of your experiences. Um! Does that really get offset by those letters of recommendations We are taking a look at all of these different factors, and some of you may think to yourself. Well, I was an undergrad years ago, and I don’t have those prerequisites, so some you know that our missions are,

Afra Ahmad: you know team has been counseling folks on taking those linkedin courses, and anything you can do prior to getting here, Dr. Stable, and are going to encourage you to absorb as much of that information because that’s just gonna set you up for even more success when you get into the program. Of course, we’re going to have the Intro Staff class and all that that we’re going to be teaching you with the information. However, any sort of pre wreck and background you have, and you can bring into coming into the program. It’ll already,

Afra Ahmad: you know, Set you up for six. That

Afra Ahmad: and so we’re really looking for that and for you to make sure that this is a good fit. You know. Know that you are coming into a rigorous high quality program, and we are going to be there to guide you and support you. But you are going to need to put in the work. And so, when students are typically asking themselves or asking me, How do I know if it’s a good fit? I say, I understand You’re working full time, and you have these other family demands. But know that this program was built

Afra Ahmad: to, you know, require fifteen to twenty hours a week of your time, and that’s really important, because

Afra Ahmad: students, you know, come in thinking it’s an online class program. It’s asynchronous. But it is a graduate program, and for for three credits equates to one hundred and twenty hours, and we have to break that down per week. And um! You are earning a graduate degree from George Mason University, and we do have a crediting body that make sure we’re covering certain standards and recovery, certain information, and making sure you have the competencies. So you are investing your time. You’re investing your money, but you are getting the output you’re intending to get

Afra Ahmad: with your you by meeting your educational and career goals. So those are some things I would say to consider um

Afra Ahmad: now any other questions that we, Dr. Stable and I can answer for you all.

Loida Sanchez: Hi, yes, I have a question. Um, so let’s say I wanted to apply for this spring semester. Um! Is there a deadline on the application? And then also, if I were to start during the spring semester

Loida Sanchez: Um! It’s a year and a half so around. Do you believe that I would be finishing around the fall two thousand and twenty-four or What would that timeline look like.

Afra Ahmad: That’s if you want to speak to the deadline.

George Mason Online Admissions: Our deadline for the spring program is January sixth. That said to me, that’s a little bit of a tight turnaround, so I would definitely encourage you to get your application materials in sooner than later. The University will be closed for for holiday closure. So I have been telling my students to aim for mid- November, if possible. But you do technically have until January Sixth,

Afra Ahmad: but we do not recommend that um. Dr. Stable teaches the first course, and for you to have that much of tight P around. That’s been very challenging for students coming in while we welcome you into the program. You’re sort of starting week, one a little buying if you’re still waiting for your textbook, and if you’re still waiting for George Mason credentials and making sure accounts, and everything’s in place. So I strongly encourage you. Great If you can get in November,

Afra Ahmad: we just December Don’t, wait till that January um deadline. Get in as soon as possible, so that we can start getting you in our system and acclimated um into the program.

Kevin Stagl: If If that happens to be your circumstance. Email me in the chat room there at that email address and let me know, and i’ll get some resources to you. So you can start spinning up.

Kevin Stagl: At least you’ll know what the textbook is, and you can pre-order and

Kevin Stagl: um so you’re not too far behind.

Afra Ahmad: And then to answer your second question for those that are coming in the spring you would be graduating in the summer of the following year.

Loida Sanchez: Um, So my other questions would be, Do you offer any application, fee waivers, or anything like that? And any I know that usually for graduate programs it’s rare to have um financial help, or anything like that. But do you have any scholarships or anything like that that I can uh look at

Afra Ahmad: so as of right now. We Don’t have the finite, the application we favor. But we are working with the department in setting up some scholarships, and I don’t have a promise timeline, for when that be set up. But i’m hoping two thousand and twenty-three will be more successful in getting those things in place

Afra Ahmad: um for you all to apply to, and you know not just your cohort, but other cohorts who came before me to be able to give that access. With that being said, we’ve been successful with some other endeavors. So we have a graduate student Um Research Fund, where students have applied for conference, funding and support, and several of our students, both in the past cycle and the current cycle that just occurred in the fall have received support to attend the sign up conference

Afra Ahmad: and other things, so with the that those sort of initiatives took President and started this past year. And then scholarships is the next thing that we’re hoping to accomplish um to support students even more.

Loida Sanchez: Thank you.

Kevin Stagl: And we are very tuition conscious Here we have made every effort to uh freeze uh increases. Um! And we are also very conscious the cost of the we’ve eliminated some exercises to to decrease the cost of the courses.

Kevin Stagl: Uh we allow for uh legacy textbooks and some courses, so that you’re able to uh save some money. There We we’re very aware of that, and we both work very hard to uh cost control.

George Mason Online Admissions: There are other scholarships available through George Mason and External to George Mason through our office of financial aid as well.

Sam Marcello: Are there sectors or industries? You’re seeing a increase in demand, or uh, potentially an increase in demand in the future. Uh for practitioners in particular.

Kevin Stagl: Sure, um! We have quite a few students coming in recently from the tech industry. Uh, we have students from Um, Microsoft, and I believe Oracle Um and a few other uh of the tech firms that that you’ve probably heard of uh and

Kevin Stagl: uh, uh, uh, medical uh, all of medical services uh medical um uh suppliers um medical facilities. Um seem to uh have a um a great demand

Kevin Stagl: uh for the services of Io psychologists right now. So uh anything that’s that could benefit from, and it is a little bit generic. Anything to benefits from data to driven decision making. So we have

Kevin Stagl: uh Junior Vps attack a major, you know, a big four accountencies, um, and obviously all forms of government institutions.

Kevin Stagl: So um!

Kevin Stagl: That probably represents the the majority of our students.

Sam Marcello: You, you say medical was that, including Pharma,

Kevin Stagl: Absolutely, absolutely. And and you know we do have some students that that do work at uh larger uh medtronic. And um, i’m trying to think of the large big pharma.

Kevin Stagl: Um, but we? Uh, we can connect you. We We have a

Kevin Stagl: we’re building out a capability to connect students based on sector uh and uh interest. And so um, we. We have clusters of students that have very like kind uh work experiences. And um

Kevin Stagl: uh yes, um! My mentor works almost exclusively on on medical research. At this point uh teams and team training. Um, My other Mentor doctors car also services that community and many of the other faculty members do so. Um,

Kevin Stagl: uh, there’s a great demand uh in general for anyone who can provide smarter work. I help call to base smarter workplaces essentially, and that’s what we’re gonna we’re doing with so much of the scientific method And the research methods and statistics is we’re we’re feeling better decision making.

Sam Marcello: Yeah, no, thank you. And that’s that’s really I mean, I’m: I’m a working professional, and I don’t expect to go into academia. Uh. But what I really like to do is basically just do a download of Io Take the experience I have,

Sam Marcello: and uh leverage what you all have done. Research, wise, and put it into practice. Um. So i’m. I’m really motivated to figure out a way to to do that. So i’m a little older. So it’s a tricky with life, and and what not So

Afra Ahmad: them, I would say that Um,

Afra Ahmad: we do survey a large population. Our students are older and more senior in their fields, and so I would say that it’s not out of the norm in our program, and that is, that is different from our on ground. Traditional masters program, which does serve of work. You know students coming right out of undergrad with little experience. So we do um have that wide variety of folks in the same boat as you, and they are trying to leverage that I o knowledge and competency to the work that they’re doing, and that is the goal we are. We know that

Afra Ahmad: it is very really have had, like what two three students who’ve gone on for the Phd. So we know that that’s not the ultimate goal for um. The large population majority of our students. It is to leverage Io to the work they’re doing and building their io competencies and getting aio-related provision. Yeah, no. That’s great

Kevin Stagl: For example, we just had this: Our former uh prior Student Advisory Board President, just retired from State Farm after forty years working uh there in analytics, and and that’s

Kevin Stagl: probably in the extreme end of the spectrum. But we have, you know, people with multiple decades of work, experience, and and and and a fairly large contingent of students that are that are have limited work, experience, and so you should not feel intimidated about that at all. Um, we are very adaptive and individualized in our style and our approaches with different Uh individuals who who might need more of a bridge

Kevin Stagl: uh to help um complete their their socialization and transition. We have senior um advisors that can work with students. Um, who are uh senior students themselves. Um, And so there there’s a very great spectrum, but that that diversity of experience, I think,

Kevin Stagl: compliments that they thought diversity here at Mason, and provides a a very interesting mixture and a robust dialogue.

Afra Ahmad: Any other questions, because I know It’s getting late, and many of you need to tend to those other demands we’re mentioning.

Afra Ahmad: Alright. Well, seeing none. Please do um reach out. Make sure you’re working with your admissions team. Well, Dr. Stable and I love to hear from you. We’re also supporting current students at the time. So please reach out to the admissions team, and if there’s any questions or concerns that they’re not able to address, they do um proactively communicate with us and get the answers to make sure that they can get it back to you as quickly as possible, whether it’s phone text or email. So please let us know if there’s anything else we can do on our end to support

Afra Ahmad: application, process, and decision making. But we look forward to reviewing your materials and seeing hopefully, many of you in the spring term.

Kevin Stagl: Wonderful to meet everyone.

George Mason Online Admissions: Thank you.

Master of Social Work Transcript

George Mason Online Admissions: we’d like to welcome you to our master of social work. Virtual open house for the online format offered by George Mason University. to the open house. We will be starting the presentation in just a few moments. We’re just waiting for a few more attendees to join, and it seems that you all have found your way to the question and answer section

George Mason Online Admissions: just post where you’re located, and if you’re why you’re thinking about the program, whether it’s a career, change or promotion, or something else. If you feel comfortable. Um, if anyone cannot hear me, simply go ahead and type that in the question and answer area, and we will use the question and answer area instead of the chat, Since a few people are having a hard time with the chat.

Okay, tierra. I’m glad you were able to join us, and so welcome.

George Mason Online Admissions: And we see a few people working toward being licensed clinical, social workers and people from Ann and Dale again excited to become license clinical social workers. We have someone from Hempton, Virginia, with looking for a career change,

George Mason Online Admissions: and again we will be starting the presentation in just a few minutes. Here,

George Mason Online Admissions: Wow! And I see we have someone here all the way from Phoenix, Arizona. So welcome to you all in Michigan.

George Mason Online Admissions: Some people have the Bsw. Some people are coming from a different background, and that’s okay. We’ll talk about both in tonight. Today’s session

George Mason Online Admissions: once again for those of you who have just joined us. We will be running the master of social work, virtual open house here in just a few moments. I do know that we have a few more trickling in. We had forty-one people registered for the Open House, and it looks like we have about fourteen right now. So we’re just going to give them a few more minutes.

George Mason Online Admissions: Um, But this is an interactive open house, so you will have a chance to ask all of your questions. We have our program director and a professor here with us today, Dr. Daphne King, and we will be starting in just a few minutes here.

George Mason Online Admissions: Okay. So thank you for your patience, everyone. We are going to go ahead and get started today with the virtual open house for the master of social work online offered by George Mason University. We are so happy to have you here with us today. My name is Stephanie Racine. I work in admissions. I may have spoken with some of you on the phone, and we here in the admissions department are always happy to answer all of your questions about the program. We will give you the admissions contact information at the end of this

George Mason Online Admissions: program, so that you can apply for the upcoming January seventeenth. Start date or a future term if you are interested. But today you are in for a real tree because we have Dr. Daphne King. She is our um program director as well as a professor in the program. So I know a number. One reason why people typically choose the program is for the professors backgrounds and the support that they receive. So thank you so much for joining us, Dr. King,

George Mason Online Admissions: and we are going to take a look at today’s agenda. We are going to meet Dr. King. We will go over the master of social work program, including the curriculum details and career outlooks. We will also talk a little bit about some stipend programs, the admissions, requirements, and then the best part where you all get to ask all of your questions. So we will go ahead and advance to the next slide here.

George Mason Online Admissions: Um! How to participate. I think we already covered that. We established that we will be using the question and answer uh section from the black bar at the bottom of your screen I can see that that’s working for everyone. So do continue to type in your questions during the presentation. We will answer those at the end for you.

George Mason Online Admissions: And now we have a lovely picture here of Dr. King. I love that outfit, Dr. King. Thank you so much for joining us, so i’ll turn the presentation over to you until the end. When we go through the question and answers, just let me know when you’d like to me to advance the slide and tell us about yourself, Dr. King. Thank you so much for joining us.

Dr. Daphne King (She/Her/Hers): Great. Thank you so much. Um, Stephanie, for that introduction. Um, Again, I am Dr. King. I am the Msw. Program online coordinator. So I handle all of the administrative duties of the online program. I am also an assistant professor here in the department of social work.

Dr. Daphne King (She/Her/Hers): I um primarily teach uh clinical practice courses. So um in our children, you the family specialization which we’ll talk about a little bit later. So I teach courses um such as clinical practice with children. You can families uh clinical practice and forensic settings. Um and program evaluation for social workers.

Dr. Daphne King (She/Her/Hers): I am currently um teaching a new elective that was developed this year for the Social Work Department. It’s a social work practice in schools course, that I’m really excited about because I was a school social worker for eleven years. Um. I am also a licensed clinical social worker here in the State of Virginia, and we’re also joined by one of our um Co. Interim field directors uh Professor Jean Booth. I know her screen. They show my we’re sharing um a zoom link,

Dr. Daphne King (She/Her/Hers): but i’m sure she will uh rename herself. Professor Booth is one of our um co-interum field directors, and she’ll be able to introduce herself and then talk uh you know. Once we get to those slides she’ll be able to talk about um the practicum um experience.

Prof. Booth, LCSW (She/Her): So, Professor Booth, if you want to go ahead and introduce yourself before we go to the next slide, you are welcome to do so. Okay, sure. Hi. Sorry about that. Everyone apologies for being late. Um, as Dr. King mentioned. Uh, I am Jean Booth and i’m an assistant professor here. I’m the community programs manager for the Department of Social Work and I’m currently acting as co-director for field education. So Um Melissa Hensley, Professor Hensley wasn’t able to be here tonight,

Prof. Booth, LCSW (She/Her): and so there was a little bit of juggling of the links before I got on um on target, and so i’m here to answer any field questions and review any of the field slides. Well, thank you for joining us, Dr. Booth. This is a real treat to have you.

George Mason Online Admissions: And so, looking at our next slide, perhaps you all would like to share with us some of the things that makes our social work program unique.

Dr. Daphne King (She/Her/Hers): You know. I think the social, the Msw. Program here, George Mason, is a great program. We have faculty who are really passionate about various areas. Um of social work practice from um immigration to uh intimate partner violence to working with um our geriatric population to working with children to addressing um anti racism um in social work practice. Um. Our faculty are engaged in re

Dr. Daphne King (She/Her/Hers): search um as well as and we’ll talk about that when we get to the slide, but as well as engaging in um securing grants for different stipend programs that we have um our curriculum.

Dr. Daphne King (She/Her/Hers): It definitely is developed around social justice being so close. The District of Columbia enables us to, you know, Leverage um that proximity to really, you know, a as part of our uh

Dr. Daphne King (She/Her/Hers): uh values, of the social profession to really advocate for social justice um to advancing rights for all um people in society, as well as to really, you know, Look at dismantling some of the the systems of um oppression and marginalization in our communities.

Dr. Daphne King (She/Her/Hers): Um, as well as working from a a policy standpoint to ensure that policies reflect the services that um we want to provide to to our clients and to the communities that we serve. I will, I don’t know Professor Booth has anything additional that she would like to to add.

Prof. Booth, LCSW (She/Her): So what I also think when when I talk to folks about what makes Mason social work department program. Um: so unique. It also is the fact that we’ve got these researchers right. We have faculty that are really strong researchers with really unique and um cutting edge.

Prof. Booth, LCSW (She/Her): Um. Focus it. Okay. But we also have a segment of our faculty that are. Um that I’ve transitioned into academia from practice, for pract you know longstanding careers and practice, both in clinical practice as well as in policy practice. And so, as a result, we have people that are connected back into the social work industry, and a lot of different touch points and a lot of different

Prof. Booth, LCSW (She/Her): um arenas that that they can then bring back to the the student. You know environment and use those experiences to enhance what learning is happening on campus. So

Prof. Booth, LCSW (She/Her): it’s unique in that way as well,

Dr. Daphne King (She/Her/Hers): alright, And we can go to the next slide.

Dr. Daphne King (She/Her/Hers): So you know, the curriculum for the Msw program is accredited by the Council on Social Work Education? Um, they provide us with, you know the requirements and the competencies that we encompass in our courses. One thing that I do want to say is that with George Mason University, Um, our social department. We have one Msw. Program, but two different learning modalities online and on campus which you’re here. Um, this evening for the online learning modality.

Dr. Daphne King (She/Her/Hers): So. The course work, you know, is the same across both modalities which you see here. When students come into the program

Dr. Daphne King (She/Her/Hers): they will start with their generalist courses, and these are the courses that will give you the foundation that general knowledge, um and background on the field of social work. Um, and providing services to clients. This will set the foundation

Dr. Daphne King (She/Her/Hers): for moving into um your specialization, or more um

Dr. Daphne King (She/Her/Hers): advanced clinical courses. So, as you can see here with your generalist courses. Every student is going to start with our first course, which is the foundations of social work and social welfare. As you move through your generalist courses. Um! You are going to take your generalist feel crack to come um in seminar one and two um, and again Professor Booth will talk about um the practicum. When we get to

Dr. Daphne King (She/Her/Hers): um that slide,

Dr. Daphne King (She/Her/Hers): and then your last course. Um! For your journalist courses will be psychopathology. And again, all of these courses are preparing students for practice. Whether that’s, you know, direct practice with this policy work, because even if you feel for like, your focus is going to be more macro or policy focus, you still have to understand the services in order to know how to shake the policies and vice versa. Even if you’re providing clinical services. You have to understand how the policies are developed, and how those policy

Dr. Daphne King (She/Her/Hers): will impact the clinical services or the services or interventions provided to clients. Um, as I stated before. Um with the Msw. Program, we have two specializations that students. Um!

Dr. Daphne King (She/Her/Hers): We’ll declare, and these are just different um tracks. Um! That students can go into um to provide service to look at services being provided to different populations. One of the specializations is children. You can families. The other specialization is adults and healthy aging. One thing that I do like to talk to students about when they are looking at um, deciding, you know courses, um, and electives is that, regardless of the specialization

Dr. Daphne King (She/Her/Hers): you’re always going to end up working with multiple populations anytime you’re providing services to an individual. Children are in family with adults and older adults, because our families are multi-generational, so indirectly, you may end up providing services to an older adult, and vice versa. Our older adults are living in multi-generation of families. So it is um a good practice to understand some of the

Dr. Daphne King (She/Her/Hers): basic knowledge of you know the child welfare system, or working with children that you would get from the cy of specialization. So you know, even though as a university requirement, you have to declare a specialization.

Dr. Daphne King (She/Her/Hers): You when you start your course work, you know don’t be so locked into um that you only want to work with this one particular population, because the social workers. We have to provide services um across generations,

Dr. Daphne King (She/Her/Hers): and with the Ms. W. Program Um, our parts, our Our part time program is sixty credit hours, or the msw program as a whole, the credit hours um our sixty credits for advance standing. That’s thirty-three credits

Dr. Daphne King (She/Her/Hers): Okay. We go to the next slide.

Dr. Daphne King (She/Her/Hers): Um, and again. This slide just shows um some of the uh various fields or um areas of practice. Um, that social workers can go into in this list, of course is is, you know, not exhaustive. Um! There are so many different

Dr. Daphne King (She/Her/Hers): areas. Um, so many different um fields and so many different types of practice that social workers um engage in um. This is just, you know, a snapshot of where you can provide services as a as a social worker. Um it doesn’t, you know it doesn’t even list. You can provide services to school social worker. Again. You can go into more policy practice. I know that there are some social workers. They end up going into politics. So you know, the field is endless for the types of jobs that

Dr. Daphne King (She/Her/Hers): social workers um can hold. Um. I don’t know if Professor Booth has anything that she would like to add

Prof. Booth, LCSW (She/Her): um about um where our graduates land. What’s really interesting is, you know I’ve been. I’ve been working with me since about two thousand and sixteen, and so I’ve been fortunate in watching students and staying connected to students as they graduate. And what’s interesting is that

Prof. Booth, LCSW (She/Her): people um have plans when they come in to the program about where they’re going, and then where they land is,

Prof. Booth, LCSW (She/Her): I would say there’s a fifty fifty chance of it being in what you originally thought you were going to to land in. And so um! It’s just really fascinating to see people where they land, because it many times it’s very different. Um, but they grow, and they also move. And so um

Prof. Booth, LCSW (She/Her): Mason’s program also will give you a foundation and an understanding and um the skill base that you’ll be able to take into a number of different

Prof. Booth, LCSW (She/Her): um specific social work industries. So that’s the nice part. Um, and we do really have a We try that, and we’re always trying to grow our um alumni participation so that

Prof. Booth, LCSW (She/Her): um our graduates can come back and talk to current students and sort of give a um a a perspective from a day in the life of a mason graduate, which is nice to hear also. So we try to to develop that sense of community that that follows folks after graduation as well,

Dr. Daphne King (She/Her/Hers): and we can go to the next slide,

Dr. Daphne King (She/Her/Hers): and so we referenced um earlier in the presentation. Um, our stipend programs.

Dr. Daphne King (She/Her/Hers): Um. So we have two stipend programs that students can um get involved with or a platform you do have to apply and be accepted into the stipend programs, and each of the stipend programs. Um! Come with a ten thousand dollar stipend per academic year with the child work for stipend program. There is um a work requirement connected to that. So you do have to commit to working um

Dr. Daphne King (She/Her/Hers): for um

Dr. Daphne King (She/Her/Hers): uh the State of Virginia Um. Department of Social Services, Um. Or Department of Health and Human Services. So there is a work requirement connected to the Child welfare stipend program, you know. Again, this program will give some, you know, specialized training Um, to prepare students to work in the field of um, child welfare. So some of the courses that you are going to take for the child will welfare stipend program are really connected to that cyf or children, you can families um specialization.

Dr. Daphne King (She/Her/Hers): So you will take the sitcom

Dr. Daphne King (She/Her/Hers): uh six, eighty-three clinical practice with children. You can families the electives that you have to take um. One is a social policy for children and youth. Um! And then there is a family therapy elected that students have to take as a requirement for this um for the child will for siphon program. So there are some pretty specific requirements. Um, that you have to meet for this particular styling program. And again, there is a work um component

Dr. Daphne King (She/Her/Hers): um connected to the child work for a second program. But there is a coordinator who is excellent that will work with you. Um in this program, and she will work with you um with your crack to come. And then you know there is a, you know, in finding employment as well, so you will receive a lot of support um from the child. Work for styling program if you decide to apply um, and then we have our behavioral health or Cap Vh program

Dr. Daphne King (She/Her/Hers): again. This stipend program also has a ten thousand dollar um stipend for students, but there is not a work requirement um connected to this particular segment program, but it does prepare um. Ms. W. Students or Ms. W. Professionals with um Some specialized skills in behavioral health to address um a lot of complex issues like trauma um exposure to violence um and behavioral concerns.

Dr. Daphne King (She/Her/Hers): Um students that participate in This type of program also have access to some additional trainings and things like Dvt Dialectical behavior. Therapy. Um. There is additional um workshops and trainings for students in the behavioral health program. Um, dealing with interpersonal enter

Dr. Daphne King (She/Her/Hers): personal or uh domestic violence. Um interpersonal uh violence relationship violence. Um,

Dr. Daphne King (She/Her/Hers): as well as you know, against the specialized trying to address behavioral health issues. Um, and you will work with our Field Education Office on practicum that fit both of these um stacking programs, and i’ll let Professor Booth talk a little bit um about on her perspective with both of these programs. Thank you. Um.

Prof. Booth, LCSW (She/Her): So what I would say about both of these is that Um, It’s really important to go online and and read about it there. They both of these programs have um pages on the the Mason social work website um, but

Prof. Booth, LCSW (She/Her): that they also require an additional um commitment of time. So for the cap for this trouble up here, stiping program, their meetings and trainings on are held on Fridays,

Prof. Booth, LCSW (She/Her): and so there is an extra time commitment as well as we’re right now. Currently, the cafe program also has enhanced um trainings on Friday. So it What what I think if you,

Prof. Booth, LCSW (She/Her): from hearing from students that are participating in these, it’s important for you to know that you have to plan your life accordingly. So you are ready to come into this program. So you’re thinking about. How do you work your life around classes and practicum. If you do a stipend program, you also need to just build in planning for those additional hours for Caph, I would say it’s an additional five or six hours a week, just generally speaking, to for extra trainings and things like that.

Prof. Booth, LCSW (She/Her): However, um

Prof. Booth, LCSW (She/Her): the value added when you come out with a certificate in Caph is going to be really important, as you’re moving forward. Um, if you’re planning to work in the clinical field and travel for stipend program. Also, the the relationships that you build through this stipend program

Prof. Booth, LCSW (She/Her): will really be um helpful for you guys are doing your you know you’re looking for your

Prof. Booth, LCSW (She/Her): your first employment opportunity after graduation. So they’re both

Prof. Booth, LCSW (She/Her): really powerful programs.

Prof. Booth, LCSW (She/Her): I just always it. Let students know that they need to consider the time impact on their life.

Prof. Booth, LCSW (She/Her): You can see there’s thirty students a year roughly per capita, and there’s usually around ten to fifteen child welfare stipend program participants, and so they are able to successfully do it with the proper planning.

Prof. Booth, LCSW (She/Her): Um, The The

Prof. Booth, LCSW (She/Her): I can talk about the placement sites when I get to those slides. Probably

Dr. Daphne King (She/Her/Hers): um, and i’m sorry I just wanted to add, because it we um I forgot that for both of these programs you can apply to them as um students in the online program. Um um to support what Professor Booth was saying about the time commitment,

Dr. Daphne King (She/Her/Hers): You know, you also want to keep in mind that for both of these um segment programs they do have a requirement. Um! Where you have to come on campus for certain workshops, certain training and for your practical seminar. Um. So students that participate in both of these second programs from the online program, they do understand that there is an in person component with some of the workshops with um

Dr. Daphne King (She/Her/Hers): the um practical seminar um for

Dr. Daphne King (She/Her/Hers): the Capph program. You um are not able to apply for this type of program until you start your specialization um courses, and that would be um. Once you finish your first um to generalist, feel practical and courses. So when you’re moving into taking more of your um courses related to your specialization. Either children, you, the families, or those in healthy aging is when you can apply for the cat Bh: program for the child work for a type of program you can apply for that.

Dr. Daphne King (She/Her/Hers): Um, once you are accepted into the program. So the cabbage program does take students that are in their generalist courses. Um.

Dr. Daphne King (She/Her/Hers): So keep that in mind. And we do have students from the online program who are participating in both of these um stipend programs who do come on campus for those um practicum seminars um one of the students

Dr. Daphne King (She/Her/Hers): she doesn’t even live. She doesn’t live in the area, that where it’s a driving distance, and she actually they fly in

Dr. Daphne King (She/Her/Hers): for some of the workshops and in-person sessions uh another of the students who’s participating in the Catbh program. She lives in Virginia, but she lives about three hours away, and she drives up. So she made that time commitment to both of these stipend programs. Um! And I know that she’s going to talk a little bit about The practice comes that are connected to both of the stipend programs.

Prof. Booth, LCSW (She/Her): So before we go to the slide on the emissions process and we can go back to the previous slide on the styling programs, I think that would be great for um, Professor Booth to go ahead. You want me to talk about them now. Okay. Alright. So the practicum um sites for the travel up for stipend program. They are all

Prof. Booth, LCSW (She/Her): um State localities uh Dss: So Department of Social services, child Welfare services, programs, however, within the in within the child Welfare um Departments. There are opportunities in all of the different units that are in that setting. So um! So from screening units to assessments and investigations, to foster care, to adoption, to independent living, all of those sorts of things.

Prof. Booth, LCSW (She/Her): Um! So there’s There are multiple opportunities within that system, but they are all in child welfare services, departments in local localities across the State of Virginia.

Prof. Booth, LCSW (She/Her): Um!

Prof. Booth, LCSW (She/Her): So you you know you can live in Maryland and be placed in Virginia. Um! But I actually

Prof. Booth, LCSW (She/Her): Dr. King, i’m going to have to double check on that one, because i’m not sure how Kathy is working with the out-of-state students if they are able to do their child welfare’s, type and program in there. Is that right? I see you. No, they’re they’re still. They’re They do their practice in their home state.

Prof. Booth, LCSW (She/Her): I believe that there there were some. Soon they did their practical in Virginia. Yeah, I cause it’s funded through the State of Virginia. So that’s why I think it has to be in the State of Virginia. But there, you know, she may be able to create opportunities for virtual, you know, some days virtual and some days in person.

Prof. Booth, LCSW (She/Her): So again I I apologize. That’s not th that is handled by the Coordinator for that child welfare stipend program. Um, There There are two

Prof. Booth, LCSW (She/Her): field education team members that are involved in the placement of students for the cafe program, So i’m a little bit more familiar with that with those particular sites. And so there were about forty-five different sites that have been vetted for um meeting the criteria for the cafe program. So this program is designed to

Prof. Booth, LCSW (She/Her): build uh practitioners that will work in these in two very unique um populations. So in rural areas where there is not um

Prof. Booth, LCSW (She/Her): uh sufficient resources, behavioral health resources, and also in underserved populations. And so all of the sites for the cafe program. The field sites um serve one or the other of those populations. And so that’s why they they have an extra layer of betting Um, and so but they they serve populations

Prof. Booth, LCSW (She/Her): the in a very varied way. So we have some folks that are in the the Va. In different localities across the State. We have some folks that are working in um the State Attorney’s office actually this year, which is an interesting thing. We have folks that are working in clinical, you know, traditional clinical um

Prof. Booth, LCSW (She/Her): uh. So practices therapeutic practices. We have people that are in hospitals. We have people um in in a number of different varieties uh um industries, but they are all specifically working with populations that have

Prof. Booth, LCSW (She/Her): under resourced clinical um practitioners. So that’s the the unique uniqueness about the behavioral health. The

Prof. Booth, LCSW (She/Her): stipend sites

Dr. Daphne King (She/Her/Hers): that is, we can go to the next slide.

Dr. Daphne King (She/Her/Hers): Um, and, as we,

Dr. Daphne King (She/Her/Hers): you know, are on the slide that you know, outlines the emissions process. The one thing that I forgot to say is, we were talking about things that make our program unique. We are nationally ranked. Our Ms. W. Online program, both ranked in the top ten uh by Forbes Magazine as um being one of the the top ten um Ms. W online programs. Um for your for your money. A good value for your money, so we’re very excited about our ranking, and for um. So I wanted to make sure, I added,

Dr. Daphne King (She/Her/Hers): that as um I think Stephanie is going to talk about the admissions process.

George Mason Online Admissions: Yes, so now is a great time to consider the upcoming spring term that starts on January seventeenth. What happens when you apply is that you will work with one of us in the admissions department. We will actually work with you throughout the process to make sure that you have the strongest file possible. Um. Some of the things that we are typically looking for is approximately a three point zero Gpa: Of course, a bachelor’s degree from a regionally accredited university.

George Mason Online Admissions: Your transcripts resume um two recommendations. We actually make that quite an easy process for you. We do ask you to enter people’s email addresses on the application, we will send all of the forms to them via email. One should be from a current or a former supervisor. The other one should be from an instructor, colleague, or co-worker. We will send you all of the instructions for the personal statement essay. We also look for certain courses to have been taken in

George Mason Online Admissions: the undergraduate studies that would include the Us. Government or history, a writing class, such as English composition, and also statistics. Um, We do realize that not everyone has taken these classes. So if you speak with your admissions representative, we do have some modules that we can send out for you to complete um, usually with a thirty day free trial on study, dot com, or linkedin learning. So we are there to help you. Um if your gpa is not exactly a three point zero,

George Mason Online Admissions: But you have a ton of work Experience reach out to us. We can explain how to build the strongest file possible. Um, we do have the the Admissions Committee. Look at the files very holistically, and we’ll just make sure that you have all of the answers that you need. Do you all have anything to add to that, Dr. King or Dr. Booth?

Dr. Daphne King (She/Her/Hers): I don’t have anything to add about the emissions process. But I did want to make sure. Um, that I just, you know, stated with our online program. Um, you know, to keep in mind that our semesters are divided into two eight week sessions. Um, Those eight week sessions do go by very fast, as you’re, you know, planning for your you know graduate school education and thinking of that time.

Dr. Daphne King (She/Her/Hers): Please be mindful that even though the program um is primarily asynchronous. Um! That those eight weeks do go by pretty fast. Students will take one course. Um

Dr. Daphne King (She/Her/Hers): in each of those eight weeks. Um, we do have various um tracks that students could do. We have our traditional part time program, which is sixty credits. We also have our advanced standing pro um option, which is um thirty-three credits, but you have to have received a Bsw. Within five years to apply for the advanced standing track, and we also have an accelerated track where students can take nine credits a semester.

Dr. Daphne King (She/Her/Hers): Still, you know you’re completing the Msw. And sixty credits. But um! The difference between that and our part time is the part. Time is only six credits of semester and the accelerated track students are taking nine credits, this semester.

George Mason Online Admissions: Okay. So now we’re going to move on to

George Mason Online Admissions: at the best part of the presentation. The question and answer section. So I see. A couple of questions had come through. But for those of you who just joined us.

Prof. Booth, LCSW (She/Her): Um, please utilize the black strip at the bottom. There’s A. Q. A. Section, and you can type in your questions, and we will try our best to answer those for you. Um. I see a few questions that have come through already. But before we move into the question and answer session, do you all have anything to add? Dr. King and Dr. Booth. Yes, yes, um! I I would love to, and I’m. Professor Booth. I love the doctrine, but that’s not who I have right now I appreciate that advancement. Um! So I did want to talk a little bit about

Prof. Booth, LCSW (She/Her): about field education and the and the process, the planning process, the um matching process, and what the opportunities are. So I apologize for not doing that sooner, if that if I was supposed to do that, but just to let you know that generally there are um

Prof. Booth, LCSW (She/Her): two types of there are two levels of practical right. So we have a generalist year practicum opportunity, and we have a specialization here, practical opportunity for the online programs and the back. The generalist um opportunities are

Prof. Booth, LCSW (She/Her): are designed to meet to to provide students with an opportunity to match to marry what you learn in the classroom with what’s happening in the field. Right? So that’s the blend that happens during placements, and the foundation year is the Generalist year is meant to be foundational. So you don’t have to have a particular um population in mind when you’re when you’re being matched with your placement site for your general this year. It’s important to know that your specialization year

Prof. Booth, LCSW (She/Her): it’s when you get your enhanced clinical skills in either of those two populations we Don’t, have sites that are based on micro. Meso and Macro practices every single site and every single placement. Opportunity is designed specifically to provide students with opportunities to demonstrate skills at the clinical level

Prof. Booth, LCSW (She/Her): as well as at the policy level. So, um! You have to demonstrate that you have, you know, um been involved in activities that that will allow you to build your skills and all of those different areas. Okay, So that’s important to know. And it might be different from what you had anticipated. But it’s It’s important to be clear about that. So,

Prof. Booth, LCSW (She/Her): yeah, that General, this year. Um um placement where you have to complete four hundred and fifty hours in your practical site.

Prof. Booth, LCSW (She/Her): It’s also supported by a seminar, a practical seminar with faculty that meet with the students Um! And talk about any challenges, any concerns, any fears, hesitations, all of that stuff happens during practical. So you have a field liaison. That’s a that’s a faculty member, and you have clinical supervision from the the site, the agencies and the sites that you’re placed with.

Prof. Booth, LCSW (She/Her): Um

Prof. Booth, LCSW (She/Her): everything I wanted to tell you that we have to. We have a traditional

Prof. Booth, LCSW (She/Her): uh practicum where people come. They meet with us, they fill out a form. They talk about what their interests are what some of their um considerations are, you know, travel all those kinds of things that that are. You know that you need to take into consideration when you’re thinking about where you might be placed.

Prof. Booth, LCSW (She/Her): Um! And then the the placement coordinator is responsible for discussing what your options are, and that person who is a member of the Field Education team,

Prof. Booth, LCSW (She/Her): initiates the referral. So once the referral is made, you go through an an interview process with the with the placement sites just like you would if you were being hired as an employee. So so you should be prepared with the cover, letter, and a resume, and all of those sorts of things that we um make those links for you There’s also there was a question in the room about. Can I do my practicum at my employee midsite. And so that is the second type of placement that we have. So we have employment based practicals we call You’ll hear Eps.

Prof. Booth, LCSW (She/Her): I mentioned a lot once. You um start looking into this, so Eps are opportunities for you to work at your um to to complete your forty hours. If you’re a full time employee, you do your forty hours, but then you have to do an additional hours,

Prof. Booth, LCSW (She/Her): sixteen or twenty, depending on what you what level student you are, and those cannot be your paid hours. So they’re on top of your paid hours. So if you’re working forty hours, you work from seven Am. To

Prof. Booth, LCSW (She/Her): what is eight hours, three, a clock, three, thirty, whatever it is, and then you’d clock out from your paid job, and you might start your practical hours at four Pm. And work from four to eight right and get those hours. There’s a four hour minimum block for your practicum

Prof. Booth, LCSW (She/Her): um placements, so it’s important to be clear that they are not your pay. You cannot count your employment as your field practico. You can, if your agency is willing to sign an affiliation agreement with us. Do your hours at the same location. It can’t be in the same unit that you’re working in, because the whole idea

Prof. Booth, LCSW (She/Her): of doing a field price. Placement is your deal. You’re building new skills, You’re learning new things about new populations or new um

Prof. Booth, LCSW (She/Her): units. So if you are currently employed doing intakes at a hospital.

Prof. Booth, LCSW (She/Her): Your practical could be at the hospital, but it would be in a adolescent, inpatient unit or an outpatient unit um for an older adult, or something like that. So it it needs to be significantly different from what you’re being paid to do, so that you’re in your building new skills. So

Prof. Booth, LCSW (She/Her): that was a very long answer to the, to the short answer is, Yes, you can do it at your placement, but it cannot be um you! It’s not your what you’re paid to do. It’s something different. Um, i’m sure there are other questions. I will check the Q. A,

Dr. Daphne King (She/Her/Hers): and I do want to provide some clarification on advance standing Um, you know. Again, with advanced standing there. There were a few questions in the chat in order to um

Dr. Daphne King (She/Her/Hers): be considered for advanced standing. You have to have earned a Vsw. A bachelor’s degree in social work. Um within the last five years, so you can’t apply for advance standing If you don’t have that bachelor’s degree in social work. Um if band standing doesn’t necessarily mean that you’re taking courses at an accelerated pace. Advance standing means that you’re coming into the program

Dr. Daphne King (She/Her/Hers): ready to start your specialization courses. So you not taking um those generalist courses that we um talked about earlier. You’re starting um the program with taking psychopathology. And then you’re moving into your specialization courses. That’s really what advanced standing means. Um, advanced standing doesn’t, necessarily determine how fast you go through the program. You’re just coming in ready to start with your specialization courses. Now, if you were looking to,

Dr. Daphne King (She/Her/Hers): you know. Take um more credits, the semester. That would be the accelerated um option. So just wanted to make sure that distinction um was clear with the van standing.

Prof. Booth, LCSW (She/Her): One thing that I want to I i’m not sure if everybody can see the answers that you type into the Q. A. Box, so I will just answer it out loud. So it’s a question about what does it? What is? Four hundred and fifty hours for the academic year for field, practical. And what is that? What does that look like in a week? So four hundred and fifty hours is the minimum requirement for our generalist year placements,

Prof. Booth, LCSW (She/Her): and that rep typically represents about sixteen hours a week. So sometimes people are able to do two, eight hour days and meet those sixteen hours, and sometimes people, as a result of employment or other responsibilities, need to break it into four four hour blocks to eight hour blocks is ideal. Um! And then for specialization year

Prof. Booth, LCSW (She/Her): Uh, the requirement is six hundred hours, which is typically completed in twenty hours per week. So to people try to do two, eight hour days in the four hour day um, or you know it, working in shift work and hospitals and things like that. You might do ten hour days and and finish it into kind of our shifts. But

Prof. Booth, LCSW (She/Her): um, that’s that’s the answer to that.

Dr. Daphne King (She/Her/Hers): And so we have another question. Um in the chat. That’s what’s the minimum amount of amount of credits you can take per semester. So again, our online program um is prime is a part time program. Um. So you And in the part Time track your minimum credits. Um.

Dr. Daphne King (She/Her/Hers): Well, your maximum credits are six. Um! As it relates to the minimum that really would determine how you’re paying for um your degree. Um, if you’re getting financial aid, Financial aid does have some requirements as to the minimum number of credits students can take and still receive financial aid. So you definitely want to work with the financial Aid Office, if you are going to, you know, take less than the six credit. Um. That is the traditional

Dr. Daphne King (She/Her/Hers): um part time program. Now for the accelerated option. You can take um nine credits um a semester if you want to take any more than nine critic of semester. That will be a conversation that students will have to have with myself. Um. As again as the the program coordinator and having administrative duties for the program. But if you are going to take less than six credits and you’re receiving financial aid, you are going to want to talk to the Financial Aid office.

Dr. Daphne King (She/Her/Hers): Um. Another question was: Can you give some insight on the difference in career opportunities or practice when deciding between the Lcsw. And an Lp. And Lpc. Um. So one thing that I will say, if you are pursuing a master’s degree in social work, you can only

Dr. Daphne King (She/Her/Hers): get the Lcsw. That would be the clinical license that you would want um once you, you know, obtain your Msw. Um.

Dr. Daphne King (She/Her/Hers): For myself, I you know i’m a license, clinical, social worker, or Lcsw. Here in Virginia. So one of the the current opportunity for me um was definitely working in private practice. I do work in private practice independently. So that is one of the benefits of having the Lcsw. I also know that some school systems

Dr. Daphne King (She/Her/Hers): um Within this Metro Dc area There are some school systems that require school social workers to have an Lc. Sw: So when you start wanting to get into some advanced levels of practice,

Dr. Daphne King (She/Her/Hers): um Some agencies, or some employers may ask that you have require that you have the Lcsw. Um,

Dr. Daphne King (She/Her/Hers): you know.

Prof. Booth, LCSW (She/Her): You know. If you want to again work more independently. You want to have that? Lcsw: I don’t know. Yeah. So my career has been in local government, and so I can speak to what the differences between career opportunities in local governments. Um between the Lcsw and Lbc. So for Csb. Program. So in Virginia. Well, i’m. I’m. Let me not talk about Virginia, because I know we’re um being wider, a wider audience.

Prof. Booth, LCSW (She/Her): So for most local governments, so social services, or whatever that’s called in your State um, when they have behavioral health care services, so divisions that provide clinical services and behavioral health. Those are typically provided by license clinical, social workers as a result,

Prof. Booth, LCSW (She/Her): because of filling opportunities and all kinds of behind the scenes. Things.

Prof. Booth, LCSW (She/Her): There are positions, however, that are open for Lpcs, and so those are positions that say things like. You must have a a like a master’s level degree in social work or related field. And so those are different to sorts of opportunities where you’re going to be providing um case management services, some clinical search assessment sorts of things like that referrals out to agencies, but as far as providing traditional clinical services at a local government.

Prof. Booth, LCSW (She/Her): Those positions typically require Um Lcsws. And so I can. You know. I’m have my Lcsw. In Virginia and in Maryland and Um. Mason’s program will provide you with the hours that you need to sit for licensure. Um to begin your licensure journey because it is a journey post graduation. Um, and we also will make sure that you have the hours to. There’s a lot of different levels of licensure in Virginia.

Prof. Booth, LCSW (She/Her): Um Lmsw. Lgsw: And so we provide you with the foundations that you need to apply for any of those levels, and for most we actually also are. We Just recently um ensured that we meet the criteria for every state um

Prof. Booth, LCSW (She/Her): in the Us. Per licensure.

Dr. Daphne King (She/Her/Hers): And there is language on the website that really says that the Msw. Program prepares you to sit for licenses. We don’t guarantee that you will receive that license, but the program prepares you to sit for license, and we always refer students back to, and even in the State of Virginia I refer students back to their State licensing board, and I would recommend actually getting familiar with your State licensing board, even as you can, you know. Think about applying to the Msw. Program? Um. I definitely recommend looking at your um

Dr. Daphne King (She/Her/Hers): licensing board to determine what um the requirements are, because that this program does prepare you to, you know. Sit for to to apply for licensure. Um! There was a question in the chat. Um. Well, Gm: you help students obtain their certifications to become a school social worker. So, having been a former school social worker,

Dr. Daphne King (She/Her/Hers): so um! What I will say is this: when I, your Ms. W. Um. Education will prepare you to work, you know, in various settings. When I was getting my Msw. I took um a class in school social work when I applied um to become a school social worker in the State of Virginia. There is a license that you have to get, which is called a pupil personnel services license. I believe this license is also in some other States related to school social workers,

Dr. Daphne King (She/Her/Hers): because I had taken that school social work class. I was able to go ahead and get my full pupil. Personal services, license. That’s not something that the school assisted me with. Once I got hired

Dr. Daphne King (She/Her/Hers): in my position as a school social worker, the school district that I was working for. They facilitated that process

Dr. Daphne King (She/Her/Hers): for me to um get the to apply for the pupil. Personal services. License George Mason University. Excuse me, our Ms. W. Program. Now we do have an elective

Dr. Daphne King (She/Her/Hers): that is called social work practice in schools that covers um. You know things like providing interventions and services and schools, educational policy, understanding special education, which are many of the things they look for in that pupil personnel services, license. So we do have an elective um that will prepare students for work,

Dr. Daphne King (She/Her/Hers): and as a school social worker. But again, once you apply, you know, for a job as a school social worker, then that school district will work with you on applying for that pupil personal services. License.

George Mason Online Admissions: Thank you.

George Mason Online Admissions: Thank you all so far for answering all of these very thorough questions. I wasn’t sure they were showing up, but you. You beat me to them. So thank you for these in-depth answers, and I just wanted to remind everyone Our time together is coming to a close in a few minutes. So if anyone has any additional questions, now is the time to post them in the question and answer section. And while we’re waiting to see if any final questions trickle in um, Dr. King and Professor Booth. Is there anything else that you would like to share with the group right now.

Dr. Daphne King (She/Her/Hers): Um. One thing that I you know, always kind of recommend when talking to students or speaking with um potential students. Um and Professor Booth test on this little bit is to really think about what

Dr. Daphne King (She/Her/Hers): the time commitment will be like for you to attend graduate school. Um, using myself as an example. You know my my graduate um program. My Msw. Program did not. Um

Dr. Daphne King (She/Her/Hers): did not revolve around my my personal schedule. I had to adjust my personal life and my personal schedule for graduate school, and I think it’s really important for you all to think about what the time commitment is going to be like with course, work with building a relationship in connection with your with your instructors, or with faculty, with,

Dr. Daphne King (She/Her/Hers): you know, working full time with responsibilities, with family with. You know also having that added responsibility at some point of doing your feel. Practice Coming, I think now is the time to think about what your life may look like and start planning for that now, not when you get accepted. It’s now that when you’re thinking about applying, because you may need to speak with your employer about how to, you know, juggle the hours with your practicum. So I think now is the time to really think about and consider what that time commitment is going to look like for you.

Prof. Booth, LCSW (She/Her): And and there’s a couple of questions in the in the chat and the Q. A. Talk about that concerns about. Can you work full time and do this? And I and what I will say is that it it’s not. It is possible to work full time and do this program and have a practicum. The The key is going to be flexibility with your employer,

Prof. Booth, LCSW (She/Her): because not all field sites are going to be. We don’t have enough field sites that are going to be a hundred evenings and weekends. So there, you know, field placements are expecting our students to be available, or during their traditional hours, and many placements have, you know, have expanded their hours to be, you know,

Prof. Booth, LCSW (She/Her): eight Pm. They might see clients until eight Pm. If they’re working with teenagers after school. But they’re not a lot of programs that are overnight that we um have affiliation agreements with for a number of reasons, safety, and all kinds of things that we take into consideration. So

Prof. Booth, LCSW (She/Her): so it can happen. But it really is, depends on if your employment employer is going to be flexible with you, let you work on the weekends or let you work different hours.

Dr. Daphne King (She/Her/Hers): Um! And one other thing that I wanted to add is also to keep in mind that our on our program is primarily asynchronous, and what that means is that Um. The courses

Dr. Daphne King (She/Her/Hers): are, you know, primarily asynchronous, so you will, you know, engage in your courses and course work, you know, on your own time. There are some, you know, set due dates for assignments, but you don’t have to report to class at any set time or on any set day. There are days when assignments are due

Dr. Daphne King (She/Her/Hers): um with the program being an online program primarily asynchronous, it’s, you know, Self directed. It’s, you know, at your pace. So keep in mind that

Dr. Daphne King (She/Her/Hers): you want to think about your learning style,

Dr. Daphne King (She/Her/Hers): and what’s going to work for you? Um, there. The lectures, you know, is going to be a little bit different than what you get in. You know a traditional um on campus format, you know instructors do post pre-recorded lecture videos. But again, you want to think about the fact. This is the primarily asynchronous program, Some in many instructors

Dr. Daphne King (She/Her/Hers): we do hold virtual office hours. We do hold an optional, synchronous class session via zoom.

Dr. Daphne King (She/Her/Hers): Um, you know we sometimes, um, you know, have different opportunities to connect with students. But um! I just want to make sure that students understand what asynchronous means, and what in on our program will look like for you, and also with the understanding that you know as a student, it’s not just the responsibility of your faculty or instructor to build a connection and engagement with you in the classroom. Students also have a responsibility

Dr. Daphne King (She/Her/Hers): to work with their faculty, to develop. You know, relationship to build that connection and engagement in the classes. Um, So you want to. Just think about what your learning style is,

Dr. Daphne King (She/Her/Hers): what asynchronous is, and what this is going to look like. So I want to you, you know. Make sure that applicants understand that again. It’s not going to be what you may have been accustomed to in an on campus format with, you know, a two hour lecture. Um, it’s going to look a little bit different in the online format.

Prof. Booth, LCSW (She/Her): And yeah, and just to reiterate that um field practicers are not asynchronous,

Prof. Booth, LCSW (She/Her): feel practicals are traditionally in person and during traditional business hours.

Dr. Daphne King (She/Her/Hers): And Yes, and that’s why I use the terminology primarily asynchronous. Um, Because the expectations that you know your feel practical, you know, is going to be in person. So I think, Professor Booth, for making that clarification. And that’s why I like to say the program is primarily a synchronous, because we do also have some synchronous components. I know in the classes that I teach.

Dr. Daphne King (She/Her/Hers): I do uh optional, synchronous, you know, class session via zoom. I hold virtual office hours, And so those components are synchronous. Um. And of course, with the feel practical,

George Mason Online Admissions: excellent. So the the rest of the questions here appear to be involving admissions. So I um will go ahead. I’m taking note of all of the email addresses we’re going to send out very through. Follow up emails to all of you with the breakdown of the tuition, the upcoming term, the admissions checklist, as well as tuition and funding options. But we do have one more question for the professors here.

George Mason Online Admissions: Um, I just want to make sure that.

Dr. Daphne King (She/Her/Hers): Can you all see the last question here? And I think that’s the question for Professor Booth. So the Nbfs paying for your Msw. That way.

Prof. Booth, LCSW (She/Her): Yes, yeah. So that’s great news. Congratulations on that. Um. So you could do your Yes, you could do your um practic um somewhere else in Nbfs. That’s a huge organization. It’s a wonderful organization, so you’ll be able to find a place. Your question about the one or two credits. A semester, though, is a Dr. King Question. So our core All of our courses in the on our program are three credits:

Dr. Daphne King (She/Her/Hers): the minimum number of credits you could take is three if some if again, you’re not using financial aid. Um, so yes, you could take one class, a semester, Um, you know again, keep in mind that our semesters are divided into two eight week sessions. So students take one class in each of those eight week sessions. So essentially students are taking two classes. Um. A semester.

Dr. Daphne King (She/Her/Hers): Students, you know, take one class at a time other than spring of summer semester, summer semester students will take two classes at the same time, because we only offer classes during the first half of summer semester. But if you’re entering um applying for spring semester,

Dr. Daphne King (She/Her/Hers): Then, yeah, you will be taking one class in each of those eight big sessions, essentially two courses. Um or two classes, a semester. All of our classes are three credits,

Dr. Daphne King (She/Her/Hers): and you know, once you you know um apply and are admitted, you will work with a success. Coach on, you know some course planning. They will help you get register for your classes. If you need to meet with me to do some course, planning and talk about um the courses that you want to take? Um. You are more than welcome to do that. I have had some students who did um just start out taking one class of semester um, and they only, you know, to classes, either in the first or second eight weeks. But I I have had some

Dr. Daphne King (She/Her/Hers): students to do that, and just went on a little bit of a slower pace with um getting their Ms. W:

George Mason Online Admissions: Okay? Well, we’re right at eight o’clock right now, so we’ll go ahead and wrap it up. Um! But I just want to reassure you, Anna Tierra and anyone else who was asking about admissions, requirements, tuition. I have your emails. I’m going to follow up with all of that information. But thank you so much for joining us, Professor Booth. Um!

George Mason Online Admissions: It was very quick response. So we appreciate that you just jump right in there. So thank you, and thank you, Dr. King, for joining us, and again we hope to see that you’ll reach out to us. You see here on the screen you can call us at seven. Zero, three, three, four, eight, five, zero, zero, six. We can um answer all of your questions. You can also email us at online to at Gmu dot edu, or visit our website to go over all of the curriculum in depth and apply, and we’re still open for for the January seventeenth. Start date. So thank you again. I’m reaching out to the few of you with the tuition, breakdown and funding options individually, and we’re glad to assist you. So thank you all for joining us today.

Prof. Booth, LCSW (She/Her): Nice meeting, everyone. Thank you.

George Mason Online Admissions: Thank you.

Dr. Daphne King (She/Her/Hers): All right,

MHA Health Systems Management Transcript

George Mason Online Admissions: for those of you who have just joined us. This is the spring virtual open house for the Mha. Program in health systems management. We’re calling it the spring open house, because we are accepting applications for our spring term that starts on January seventeenth.

George Mason Online Admissions: My name is Stephanie Racine, and I work in admissions. I may have had the pleasure of speaking with some of you, but tonight we are in for a treat because we’ll be hearing from our online program coordinator and assistant professor, Dr. Maria Yurio. So welcome, Dr. Urea. Um. We also have our director, Dr. Shine Gold, listening in for a little bit here, and you will have a chance to have your questions answered by Dr. Yurio at the end of the presentation.

George Mason Online Admissions: So tonight’s agenda. Of course we will meet our presenters. We’ll go over some reasons why people choose George Mason’s Master of Health, Administration and health systems management. We’ll go over some learning outcomes, curriculum details. The capstone project. We always have lots of questions about that, and some additional things outside the classroom. We’ll also go over the Admissions requirements, and then you all will be able to type in your questions, using the Q. A. Session, and we will do our best to answer all of them. It’s

George Mason Online Admissions: so again, um for those of you who just joined us. We’re using the Q. A. Section, not the chat feature,

George Mason Online Admissions: because that has been disabled. But we can answer those questions using the Q. And A at the end of the program,

George Mason Online Admissions: and we will go ahead and hear from our faculty our director and our online program coordinator and Professor, so welcome to Dr. Yurio and Dr. Shiangle. Thank you for joining us this evening.

Brenda Sheingold: Well, thank you for for hosting us. Um, i’m just gonna say a quick hello, and turn it over to Dr. Yurio, but I appreciate you taking time out of your evening. I know it’s late, and um we we welcome you to. Uh, George Mason, hope that this is helpful, and hope that you choose our program. We’re very proud of it.

Maria Uriyo: Well, uh, thank you. Uh: so yes, i’m the system professor in the department. Uh, and and I’m also the online program Coordinator. I work closely with with that of the shiangles in managing this program.

Maria Uriyo: So we look forward to answering any questions that you may have, as well as talk a few for a few minutes about what it is that you will get from these programs. So go ahead

Maria Uriyo: next slide.

Maria Uriyo: Yes, so um.

Maria Uriyo: The main thing about our Mh: A program that makes it unique. Uh is, of course, we’re coming accredited, and you want to be. You want to always um

Maria Uriyo: erez agmoni uh take your degree from an accredited program, and the main reason being that you find that employees employers actually would um tend to offer tuition and reimbursement for coming accredited programs, one hundred and fifty,

Maria Uriyo: and if you are in the military, for example, certain stipends require that you you take your classes from an accredited program.

Maria Uriyo: So we were first accredited in two thousand and nineteen, and the accreditation process is very rigorous. It requires They come, your organization sending um their representatives to our campus for three days, and they review our documents, interview faculty students and alumni. So um,

Maria Uriyo: we take it very seriously that we we want to ensure that. Uh, you get your money’s worth when you take uh the image, a program for you for my university.

Maria Uriyo: The next uh item that makes a program unique is we are ran for the third in the Us. Uh. Internationally in the Us. By Us. News and World Report. We also have a flexibility.

Maria Uriyo: Does that mean That means that our classes are offered in an eight-week period,

Maria Uriyo: and they usually in it in an asynchronous uh format, which means that you can take them at your at whatever time you desire. However, we do. Have we make recommendations for faculty that they have some synchronous sessions, about three of them in a in a given

Maria Uriyo: eight week period to allow for the interaction with students, and also for students to ask any questions that they may have. Of course you can use email, but it allows for a closer interaction, and you get to know the professors more, and you also get to know the the rest of the student body more

Maria Uriyo: um. Last, but not least. Um.

Maria Uriyo: You also have opportunities to get involved outside of the classroom, and we’ll talk some more uh as we proceed. As we progress during this presentation. Next slide, please.

Maria Uriyo: So when it comes to learning outcomes Um!

Maria Uriyo: What uh our students get when they go through Our program is a curriculum that prepares them to be successful amid and executive level uh professionals. Uh, in that they acquire the skills in the area of knowledge of the health care system and healthcare management,

Maria Uriyo: communication into personal effectiveness, critical thinking, analysis and problem, solving management and leadership, professionalism and ethics. So these are areas that we believe you need to have in order to be successful, as you venture forward in in in your careers

Maria Uriyo: next slide

Maria Uriyo: next slide, please.

Maria Uriyo: Yeah. So um. We have a flexible curriculum, and

Maria Uriyo: it’s actually recently, uh what you see on the left side the required column uh classes that uh call to the Mh. A program.

Maria Uriyo: So you Once you take those, then you can take the executive concentration up portion, which then, uh, which are these uh six classes Here, if you take those, and you decide to graduate. Then you have an executive concentration. Mh: A degree.

Maria Uriyo: However, if you want to stay on or take an additional uh five classes. You’d have a health care, quality, concentration, um, or you can choose and correct me. She’s now

Maria Uriyo: so there are many ways in which you can uh create the future that you are interested in for your career.

Maria Uriyo: Um. So one thing is uh each class. I want to say that each of the classes that you take in a program they last eight weeks, and uh so in a typical fifteen, sixteen weeks semester. That means you’ll be taking a uh two classes. And uh, we typically do not. Uh,

Maria Uriyo: we do not encourage. We don’t allow actually students to take within an eight week period two classes at the same time, because the pace is very fast, and it’s uh

Maria Uriyo: it’s not manageable to do that. Uh, and it’s not a commitment that we can that we do that

Maria Uriyo: next slide.

Maria Uriyo: Okay,

Maria Uriyo: erez agmoni. So the capstone is a culminating experience Uh, that is supposed to challenge you, and uh give you the opportunities the opportunity to apply what it is that you’ve learned what the program one hundred and one

Maria Uriyo: and uh in a capstone. This. This is the last class actually in the program. And um! It’s um you are required to uh actually find a receptor,

Maria Uriyo: and the receptor would make you part of a team for the Service project that you’d be that she or he will be giving you um. And typically we do uh go through a process of approving the capstone project before you commence um. So we make sure that we’re all on the same page, so that

Maria Uriyo: you’re able to be able to guarantee that you’ll be able to to graduate on time and successfully.

Maria Uriyo: So you can either find a preceptor within the organization that you work for, or an external organization that you’re interested in being in. Uh. So the last time I looked at that online uh students,

Maria Uriyo: uh, we find we have about sixty-nine of our students uh from the Northern Virginia area, and the remaining students come from the surrounding States like Minnesota, Texas, Hawaii, Georgia, California

Maria Uriyo: to name is you and all these students in the years I’ve been here have been able to find uh receptors and projects to work on. They projects. Don’t have to be on campus or in I mean don’t have to be on site. They can be virtual

Maria Uriyo: uh or in person. All depends on the the

Maria Uriyo: so that you shouldn’t limit yourself whole thing that everything has to be in person that many now post covid. The option of virtual projects is becoming more more of a reality.

Maria Uriyo: Next slide.

Maria Uriyo: So when it comes to opportunities uh for your involvement outside of the classroom, we we encourage those those activities uh, uh, highly uh, one of the options that you would have is to belong to the rising healthcare leaders of Mason. This is a recognized student organization, a George Mason,

Maria Uriyo: and it is run by uh Mhs students uh from the leadership is composed of students who are in Uh, in the the traditional pathway as well as the online pathway.

Maria Uriyo: So they work closely together, and one of the key activities that they’re responsible for is planning this uh the Spring symposium, and last year they planned one, and they they were responsible for um getting the speakers, creating the panel, planning the venue

Maria Uriyo: all those details. And uh, with that opportunity came the ability for them to interact closely with um c-suite executives in the area. So um from early on becoming part of the Rlm uh gives you that in road uh into

Maria Uriyo: uh close close uh I mean close um proximity and interacting with executives in the health care systems and hospitals that are around this uh Northern Virginia area, or wherever you are, because the second bullet talks about the national capital health care executives and

Maria Uriyo: um both that um association is uh available nationwide, it’s actually part of the So So if you become a member of that as a student, you get to you, get the ability to network and begin building that uh infrastructure

Maria Uriyo: for um future work opportunities.

Maria Uriyo: So the fourth bullet here the Academy Health Student chapter, we have A. We have a professor in the department who oversees that, and uh, one of our students uh completed their capstone project

Maria Uriyo: and was able to present that project at the Academy Health Um Annual meeting, and that meeting is in Dc.

Maria Uriyo: Uh. So they were able to do that. We also have health policy seminars. Um, just uh last week there was a seminar on accountable care organizations, And so you get to learn about different uh uh current topics that are going on,

Maria Uriyo: and you also get the opportunity to meet other professors, Other uh students, both undergraduate, graduate and also other faculty. And uh, the speakers that come in

Maria Uriyo: um, they’re usually very, very open in sharing their contact details. So again, another opportunity of building your network and and reaching out asking questions, so that

Maria Uriyo: before you graduate you kind of know what it is that you want to do

Maria Uriyo: so. The last one the National Case competition. Uh, we have two uh case competition organizations. Uh, one is the University of Alabama and Birmingham, and the National Association of Health Care Service Executives

Maria Uriyo: uh this one. We just actually came back from New Orleans about two weeks ago, where we take we where we took two uh three students. One was online, one one was an online student, another one was an on two on campus,

Maria Uriyo: and they competed in a uh, you know the solution of quickest competition that was given. And um, Billy, go about twenty two universities that uh that way, that competition, And again, another means for interacting networking.

Maria Uriyo: And these, uh the traveling, all those expenses were sponsored by by our department and uh, the people who want would each get a monetary award like five thousand dollars per person in a team for the nasty competition that was in New Orleans.

Maria Uriyo: They, one in a University of Alabama, at Birmingham. The top team will get each team member. We get four thousand dollars uh apart from monetary awards. It is just uh

Maria Uriyo: a a a venue where you meet your other other students from other universities. You also get to meet some in some cases potential employers, and uh get to see how other Mha programs work

Maria Uriyo: and also build your communication skills and your competitive uh abilities as well.

Maria Uriyo: So next slide.

Maria Uriyo: Uh: okay. So in terms of the admission process. Um, it is fairly straightforward.

Maria Uriyo: And um, we look for you. You need to have completed your bachelor’s degree uh we are not

Maria Uriyo: strict as to what I should be in the in the sciences, or it should be, you know, uh, in health care. You just need to have finished a bachelor’s degree, and it will be also nice If you have work, experience with admitted students who have

Maria Uriyo: um, we also need your current resume. You have to write a statement of purpose. Um! As to why the Mh. A degree would be useful to you. Where do you see it? Taking you?

Maria Uriyo: Um! It’s typically a page and a half. We’re not looking for a five page essay. You have to be straight to the point and focus as to what you think the Mh. A degree will do for you.

Maria Uriyo: Um! And then two letters of recommendation, and there’ll be a video interview.

Maria Uriyo: So um!

Maria Uriyo: There is a Gpa. Requirement uh gpa of uh three point zero. I think that’s what it is at the moment. Yes,

Maria Uriyo: Did I forget anything else, or seen?

George Mason Online Admissions: No, um great job, Dr. You and we in admissions once we receive your inquiry, we actually do our best to work with you throughout the admissions process. So um, for example, if the Gpa. Is a little shy of a three point. Oh, or if you’re having trouble knowing what to say, and your essay, please reach out and we’ll try to give you feedback in whatever way we can, and answer your questions about the program along the way. Okay?

Maria Uriyo: Well, thank you. Um. Open for questions.

George Mason Online Admissions: Yes, So thank you so much for joining us, Dr. Urio. Tonight we are able to answer all of your questions, so all of those questions that you might have for faculty members. Now is your chance to ask them. Down at the bottom of your screen you will see the question and answer section. You can type your answers. We will read them um anonymously and answer those for you. So we are here to help. I know that there are six or seven of you out there, so please don’t be shy,

George Mason Online Admissions: and i’ll kick things off with some of our most commonly asked questions, while everyone types them into the Q. A. Area.

George Mason Online Admissions: So one common question that we receive. Um, Dr. Urel, is, what would you say? Is the average length of time? Um, that it did it, or study time that it takes per week to be successful in the program.

Maria Uriyo: Study time per week. Um, yes,

Maria Uriyo: so I would.

Maria Uriyo: I would recommend at least

Maria Uriyo: I would say at least uh seven hours a week, if you can.

Maria Uriyo: Yeah,

Maria Uriyo: the reading the assignments uh that will be ideal

George Mason Online Admissions: excellent. And could you give us a snapshot of a typical week in in the life of a student, for example, Um! Would they primarily watch videos or Powerpoints of the lessons? Um! What kind of interaction other than the synchronous sessions that you mentioned, and just kind of an overview of a typical Uh week in the life of a student.

Maria Uriyo: Yes, so one of the things that we use for um maintaining the learning man, the learning experience is, we we use blackboard. So uh, and in in each class there. There is a syllabus that you follow and schedule that is given,

Maria Uriyo: and typically there’ll be reading assignments that you have to do will either be uh Um, uh, maybe you have to also do some discussion Board type work. You have to also do some re reflective writing

Maria Uriyo: uh some assignments that I in my class, at least that I’ve given is maybe writing a memo or writing a blog. I teach the contemporary issues class. So um I do bring in speakers. So when I bring in speakers uh the students interact with the speakers, and also then

Maria Uriyo: uh follow up with a reflection of what it is that they’ve learned. So there’s a combination of reading a combination of doing some research on their own on a topic for a given assignment, and then a combination of um.

Maria Uriyo: This the Discussion Board. Because we’re all remote. We need to have some kind of an interaction between the students amongst the students, and we did with the with the uh, the instructor. So those three things, I hope that answers the question.

George Mason Online Admissions: Yes, thank you for that very thorough answer that gives me a snapshot of how everything works. We have another question here in the admissions process. You mentioned work, experience. Can you elaborate on that, for example? Um! What if a student had internship experience, or what if they have experience that’s outside of healthcare? Um! Just can you give us an idea of what maybe the minimum amount of experience is, or even if they’re just coming from a different industry altogether.

Maria Uriyo: Yeah. So um,

Maria Uriyo: even if you let’s say you graduated from undergrad, and you just decide to come into the Mh. Program. I’ve had instances of students. We’ve done that. We look at the Gpa. We look at Maybe some of your extracurricular activities that you’ve done

Maria Uriyo: while you are in undergrad. So that is the person who hasn’t worked uh essentially in some aspects. Uh so, even if you’ve worked at at um at a retail store. Uh, I’ve had situations like that Uh, I have had situations where

Maria Uriyo: uh people working in a in a dental office uh dental hygiene is um. We have people who are working in a hospital facility right now, uh, and and and applying, so they

Maria Uriyo: the options of employment. I, uh examples are really wide, and many of those employment examples have transferable skills. The ability to communicate the ability to follow up follow through show up

Maria Uriyo: uh the ability to address hard issues with

Maria Uriyo: customers, customer service, Uh: those are all things that can be that are transferable into a health care environment uh as a health care leader, you have to address all those things so um

Maria Uriyo: I wouldn’t exclude yourself thinking you have to have some Abc tab activity. Everybody is unique, and I and and we look at each person on a case by case basis. So

George Mason Online Admissions: thank you. Yes, they They look at the files very holistically. So you have different areas in which to shine in the admissions process.

George Mason Online Admissions: Our next question is regarding tuition, and Dr. Grio let me know if you’d like me to take that one? Uh? The question is, what is the tuition? And is it different? For people who live in state versus out of state. Would you like me to answer that one? Okay, Yeah. So the nice thing about the online format is that it’s a flat rate of tuition coming in at eight, ninety-five per credit. We frequently hear from students who call in that that’s one of the more reasonable tuition rates around,

George Mason Online Admissions: and you still have time to apply for Federal financial aid student loans for the spring term. If you still need funding for your education, they also offer flexible budget plans also. Um. Now is a great time to look into your employer based tuition assistance to find out if you have it, and if it’s capped on a fiscal year or calendar year. Um, because that can be a wonderful way to help with your education as well. And

George Mason Online Admissions: let’s see we have another question here.

George Mason Online Admissions: So what about people who

George Mason Online Admissions: really wanted to pursue a masters long ago? But they have a career gap. Maybe they stayed home to raise children or take care of parents, or for whatever reason they’ve been out of the workforce. So they don’t have any any recent work experience? Is there any chance for these types of students.

Maria Uriyo: Yes, um, I’ve seen those uh amongst the applications that come through uh, uh, uh, our inbox. So um, yeah, Because uh, you currently, we do have actually students who are uh stay on month. Yes, uh raising young kids.

Maria Uriyo: Yes, um! And the

Maria Uriyo: with the hope that in the future they once their children are in, you know, uh elementary school, middle school that they’ll be able to transition back into the health care sector. So uh,

Maria Uriyo: yeah, definitely, because uh, there there there is experience that you have acquired over time that um not necessarily inside an employment um area, but

Maria Uriyo: uh, basically by maturity. And it’s life experiences. Uh, we look at all of those, and I’m. Sure you probably have examples to give concerning that.

George Mason Online Admissions: Yes, and and this is a really wonderful program for people who have who are career changers, or who have been out of the workforce because of those activities that you mentioned. The professional organizations and networking. I mean that that’s great for getting back in the workforce. So we consider that if you’ve been out for a while and our time together will be coming to a close in a few minutes, so I just want to give you all a chance to ask any last minute questions here.

George Mason Online Admissions: Um and i’ll. I’ll ask a few common questions while we wait for those last couple of questions to roll in. We do have one more question about the job placement percentage after finishing the program.

Maria Uriyo: Um, I know when I looked most recently, it Look what about ninety-five percent uh we’re employed within three months of graduation. Is that correct? Or would you like to allow ninety-three ninety ninety-five? That’s right. Yeah,

Maria Uriyo: yes. So so employment uh placement is is high, and um as previously said by receiving um,

Maria Uriyo: we encourage a lot of uh interaction and networking uh for our students. So the main thing is for you to take advantage of that

Maria Uriyo: and begin early. Yeah,

George Mason Online Admissions: yes, and consider. The Our career center is a great place to look for those employment opportunities with access to it during the program, and after you graduate as well, so definitely take advantage of that, and I believe you address this a little bit earlier on. But I know people have been coming into the presentation as we’ve been hosting it. Um, So the last question here is, Do you have any specialization? Add on to the Mha:

George Mason Online Admissions: So the one was quality.

Maria Uriyo: The concentration is one.

Maria Uriyo: So if you want to go back to that slide,

George Mason Online Admissions: that is a great question. By the way,

Maria Uriyo: the the health care quality concentration is is one. So um! Those are things that we’re currently. Uh,

Maria Uriyo: actually, this is new. So um, and over time we’ll add some more so, for now we have the health care, quality concentration.

George Mason Online Admissions: So that’s in the upper right hand side there of the curriculum. And if you have any further questions about that definitely. Let us know.

George Mason Online Admissions: Okay? Well, it looks like those are all of our questions for tonight. Um! Is there anything that you would like to add Dr. Urea.

Maria Uriyo: Um! Well, I will encourage uh the attendees today to really seriously consider the healthcare healthcare sector as a career of opportunity. Um, especially now where the demand for workers is really high.

Maria Uriyo: So, uh, coming with the end in mind and focusing on that target that you’re seeking, you know you you will not go wrong, so

George Mason Online Admissions: yes, well thank you so much for joining us. It’s always great to have a member of the faculty to be able to give us insight as to what you’re looking for in candidates, and what to expect in terms of the study time. So, um! It looks like we’ve had even a few more people trickle in during the presentation. So I just went to point to the phone number on your screen. Seven o three, three, four, eight, five, zero, zero, six. If you join the presentation late and would like a recording of it. We, in admissions are glad to email that out to you.

George Mason Online Admissions: I just want to remind everyone that we are accepting applications for the January seventeenth start date. You do still have time to apply for Federal financial aid student loans or set up payment plans. Um, We in admissions can answer all of your questions,

George Mason Online Admissions: and I am going to put that phone number there, just in case any of you missed it. And down at the bottom of this screen you will see the link to apply,

George Mason Online Admissions: or you can simply call us or email us, and we will send you the link to the application and the application checklist. So thank you again for attending, and we hope to hear from you soon.

Master of Education in Special Education and Graduate Certificates Transcript

George Mason Online Admissions: Okay. Well, thank you for joining everyone. Um, We’re here for the master of education and special education here, with our presenters, associate professors and academic program coordinators,

George Mason Online Admissions: and Dr. Jodie, Duke and Dr. Christine Barthol. Um, I just want to move over to the agenda so that you can all see what what’s going to happen, what this is going to look like. One hundred and fifty

George Mason Online Admissions: mit ctl and um. So we’re going to go through the program and talk a little bit about that and go through the curriculum, and then the concentration, certification details. And then we’re going to move into a little bit about the student experience and give an overview of the faculty, one

George Mason Online Admissions: mit ctl and and the online classroom, and then we’ll dive into requirements, or I’m: sorry application requirements, and next steps, and then we’ll have our Q. A. Um. But of course, If you have any questions that you’re thinking about right now, you can go ahead and type them into the chat or the Q. A. And we’ll make sure that we get to them one hundred and fifty.

George Mason Online Admissions: All right,

George Mason Online Admissions: so can I turn it over to Dr. Barthold and Dr. Duke.

George Mason Online Admissions: Wonderful, All right, and here’s just a little bit more information about the chat. Um, we’ve been talking in the chat, but if you have any questions or need anything in particular, please feel free to raise your hand, and I’m happy to help.

George Mason Online Admissions: All right. I will turn it over now.

Jodi Duke: I can start since my pictures there. Um I’m. Jodie Duke I’m. An associate professor of special education at George Mason and i’m the academic program coordinator for the autism program. I’ve been at Mason I think almost fifteen years. It’s been a long time now, and um

Jodi Duke: i’m really proud to have built this program and be teaching in it and leading it. My research focuses on mental health for autistic college students, and

Jodi Duke: it’s it’s a

Jodi Duke: it’s a nice tie in with all the all the course, preparation, and the teaching that I get to do so. I’m happy to be with everyone tonight.

Christine Hoffner Barthold: Hi! I’m uh Dr. Chris Barthold and I am the academic program coordinator for the applied behavior analysis program. Um, I have been at Mason almost ten years. Time flies. Um and um. I also

Christine Hoffner Barthold: have a uh private practice where I apply behavior analysis with individuals, with

Christine Hoffner Barthold: developmental disabilities, but also in health, wellness, and fitness. Uh, so health coaching is another area where um I use aba um, and my research interests are Um,

Christine Hoffner Barthold: the scholarship of teaching and learning. So teaching and higher add um, and also health, wellness and fitness and applied behavior analysis.

George Mason Online Admissions: Wonderful. Thank you for that.

George Mason Online Admissions: All right.

George Mason Online Admissions: Can everyone still see this? Okay,

George Mason Online Admissions: All right.

George Mason Online Admissions: So Dr. Barthold and Dr. Duke, I don’t know If you want to go in and talk a little bit about what makes the program special and unique, and why the online format Um has been so popular with our students and just the different features of that.

Jodi Duke: Sure, How about we split the page up, Chris?

Jodi Duke: The programs, both autism and Aba are really unique, I think, and well suited to just about anyone participating because it’s a part time Format um, and it is all online. Um, what’s really nice is that the way that that we have it set up is that you

Jodi Duke: get information and you get your your weekly module. You work your way through it. Um. In the autism program. All Dr. Bartol will will speak to Aba, but in autism it’s what we call one hundred asynchronous. And so um! You have everything Um,

Jodi Duke: starting with a module checklist, and then we take you through the the lessons, the lecture videos, and so on. Um, and you do have deadlines, but otherwise you can. You can move through this at your own pace. That means, if you need to watch a video multiple times in order to really process it and and get it. That’s fine.

Jodi Duke: If you want to do all your work at once. That’s your style. That’s fine. If you’re working and have a family, you can. You can fit this in around that which we found to be really meaningful for our students. Um, that being said, it is built with the same high quality and rigor of our on campus face to face program. So,

Jodi Duke: um! You still have a high level of contact with faculty who are teaching your course. You have interaction through activities with your peers. Um! But you do have sort of a little more autonomy over your scheduling,

Jodi Duke: and the way it’s set up is, you can choose between two tracks. So autism, spectrum disorders and applied behavior analysis for autism. Um, we’re intended for professionals working with people with autism in any capacity. So it’s not a teacher preparation program,

Jodi Duke: and we have folks who work. Um! I was excited to see Beth Felson’s name on the agenda. She’s a graduate who has a transition coaching um consultant business. We have folks who work one hundred and fifty

Jodi Duke: in early childhood adult services, all kinds of things so pretty much any professional position you can imagine.

Christine Hoffner Barthold: Chris, You want to do the bottom two, maybe. Sure. Sure, i’ll take it from here. Um, talk a little bit first about um applied behavior analysis. We are a very verified core sequence

Christine Hoffner Barthold: with the Association for Behavior Analysis International, which means that your course work um is up to date and meets the requirements for sitting for the bacp exam.

Christine Hoffner Barthold: Uh. If you decide to become a Bcba or certified behavior analyst, there is um also a feel work requirement that we do not provide. Um, and I think it. I don’t know if this is a good time to do this or not. But um

Christine Hoffner Barthold: a little bit about what makes if you’re on the fence between the autism program and the Aba program? Um,

Christine Hoffner Barthold: What I typically say is that the if you want to learn about autism spectrum disorders, you want to go to the autism spectrum disorders program. Um, they’re going to teach you everything you need to know about autism. If you’re looking at learning about behavior

Christine Hoffner Barthold: and what Why, people do what they do. Um, and not necessarily. You know your Maybe you’re working with people with autism, but you really want to learn that science behavior instead. Then you probably want to go with the Aba certificate. Um, because we we really have

Christine Hoffner Barthold: um worked very hard to make sure that you know

Christine Hoffner Barthold: each of these are separate and distinct, and um provide different educational experiences. And honestly it does. There’s nothing keeping you from doing both. Um, that um, except the fact that um, because we are an avai appro approved

Christine Hoffner Barthold: verify core sequence.

Christine Hoffner Barthold: There’s a little bit more to do in the Aba certificate. Um, and that’s because we want to make sure that you’re very well prepared for the exam. Um. So our courses are asynchronous as well, but they’re not quite as self paced, and there is a requirement that you do meet with your classmates, but that’s done on your own time. So there isn’t a scheduled

Christine Hoffner Barthold: uh meaning time for

Christine Hoffner Barthold: um. The classes there really is, you know. When are you available and you all get together. Um, We are ranked Number Seven for best online special education programs by Us. News and World Report. And I think that just kind of speaks for itself.

Christine Hoffner Barthold: Um, That, you know quality is important to us. Um! And we want to make sure that you are learning the things you need to know. Um,

Christine Hoffner Barthold: so we do have an innovative approach. It is immersive. I think I can speak for Jodi when I say that. Um, It’s not just, you know. Lecture, and then take a test lecture. Take a test. Um! There’s interactive experiences. There’s simulations. There’s um

Christine Hoffner Barthold: lots of different things um to get that hands on type of knowledge Um. And is designed to benefit. So the autism program is designed to um definitely benefit individuals with autism as well as their families. Um. And the Aba program is really about

Christine Hoffner Barthold: using that science of behavior, You know, I I say, I use the science of behavior to help people become their best selves. So, um!

Christine Hoffner Barthold: Hopefully that kind of distinguishes between the two of them.

George Mason Online Admissions: Wonderful! Thank you for that.

George Mason Online Admissions: I’ll move ahead to the next slide.

George Mason Online Admissions: Yep. Got ahead of myself

George Mason Online Admissions: all right, moving into a flexible and recognized curriculum.

Jodi Duke: All right. I have to enlarge my screen because the font and my old eyes. So um let me get a little closer to those numbers. So um the way this works is that um you? You pick a track either autism or apply behavior analysis regardless of those tracks, you will complete core courses that that are the same. So we start with an introduction to special education which gives you the background that

Jodi Duke: that you would need. Um all about Ide and the law.

Jodi Duke: We have other courses. That that you would take computer applications is is usually a favorite. All kinds of technology in their um instructional and assistive technology, elements, universal design for learning. Um. And then there is a research course

Jodi Duke: and the autism track, you would then jump in. The first course is actually Edsc. Six hundred and thirty-four which is our characteristics course, which is a very in-depth. Look at all of the diagnostic criteria of autism.

Jodi Duke: You move into behavior and sensory needs, which is six hundred and twenty um, and then I think the next one is six hundred and thirty, six is all about communication and literacy.

Jodi Duke: Uh six, thirty-five is the interventions. Course. I teach that one and each week we do a different evidence-based practice in a different domain. So you go through um social skills um independence all those kinds of things

Jodi Duke: six hundred and thirty-seven, and um has previously been sort of our last um course kind of like a capstone for the autism. Piece. It’s a collaboration piece where you look across the entire lifespan. There’s one module for each phase of life, and you dig in to find resources near you that you can share with families one hundred and fifty.

Jodi Duke: Um! You learn about what are the critical issues at that point in life.

Jodi Duke: For instance, in aging what kinds of things are important, and need to be planned for. But we’re actually in the midst of building six hundred and thirty-eight, which i’m super excited about, because this course is going to be focused on assessment issues that previously was um kind of thrown in other places. But this will be a much more significant focus

Jodi Duke: and um intersectionality, which is a really timely component of

Jodi Duke: mit ctl, and what we call the intersection between autism and all kinds of things. So um gender and sexual identity. Um, ethnic and racial background, all the different pieces that can be influenced and and and so important to the identity development of autistic individuals. One hundred and fifty.

Jodi Duke: And so there’s a lot of interesting research, and we’re going to do some really cool assignments in that class one hundred.

Jodi Duke: So by the time you finish. You can see it’s you’ve got that core piece with the background, and then a very in-depth look at all of the components of autism, and you leave with some really strong intervention and strategy experience as well. Two hundred and fifty.

Jodi Duke: Chris, you want to do, Aba?

Christine Hoffner Barthold: Sure, um like I said before we are a verified core sequence for the Association for Behavior Analysis. International. Um.

Christine Hoffner Barthold: So that means that you can rest assured that we are on top of the latest um developments in course work. And um what you need to know for sitting for the exam

Christine Hoffner Barthold: there are seven courses. These these courses are required by Api in the way that they are put together. Um, we start off with some principles, procedures, philosophy. That’s where you kind of learn how to talk like behavior analysts.

Christine Hoffner Barthold: Um. Our empirical basis course is a lot about data collection. Single case design, reading, research, um ed sc six hundred and twenty-two is the one um that’s nearest to my heart. Um, because you will be working with actually a um

Christine Hoffner Barthold: uh simulated lab rat um where you’ll be. It’s called cyber rat, and you get to run all kinds of cool experiments and um learn how to read research from that realm. Um,

Christine Hoffner Barthold: I call our applications course kind of our kitchen sync course, because that’s really where you’re going to learn about all the different ways that behavior analysis can be applied, and i’ll give you a little spoiler alert. Um,

Christine Hoffner Barthold: We talk a little bit about gerontology um applications to organizational behavior management. We do talk about health and fitness, so we kind of cover the gamut of all the things that you can do as a behavior Analyst.

Christine Hoffner Barthold: Um verbal behavior is a course about via Skinner’s verbal behavior, and if you don’t know what that is, I promise we’ll teach you, and six sixty, four is our ethical and professional conduct, which I think kind of speaks for itself. And then, after

Christine Hoffner Barthold: yeah, with that you would need to secure a field experience on on your own and um once you do that, then you can sit for the exam and then become a Vcba

George Mason Online Admissions: Great. Thank you.

George Mason Online Admissions: All right. Do you mind speaking a little bit more about the the different tracks as well.

Jodi Duke: Sure So for autism like I said, this is for all types of professionals. Um, we right now. The statistics are one in forty-four children um are being diagnosed with autism. There is just a huge need for professionals in every capacity.

Jodi Duke: Um, it’s really. You know one of the elements that we’re really seeing in this field, too, is the need for um professionals to work with adults and aging. Um, As we have this generation of autistic children who are growing up. We have so many autistic college students and young adults and that kind of thing. So um! I think this is a field that I have great confidence will be continuing to grow. Um,

Jodi Duke: We We know also that. Um, there’s just a shortage of services, you know, particularly again for adult services. We have a lot of families who are on wait lists and really waiting for for a lot of service um to be provided, because there just aren’t enough professionals um

Jodi Duke: mit ctl. And certainly just in in just about any area that you want to apply your knowledge. From this program there will be great need and and great career opportunity. One

Christine Hoffner Barthold: great great Thank you, Jodie. Um, I just wanted to kind of day. I think I pretty much said all. There it.

Christine Hoffner Barthold: You know the nuts and bolts of the um Aba program. Um. Our field has had something like two thousand percent growth in the last five years. Um. So you know there’s lots of people interested in becoming Dcbas. Um.

Christine Hoffner Barthold: We’re one of the oldest ones out there. Um, I personally am an early adopter of the bac be credential. Um. I was one of four hundred and two thousand one um in the world, and Dr. Hook was also

Christine Hoffner Barthold: um one of the early adopters. And so one We’re one of the oldest Aba programs out there. So we’re pretty well established.

Christine Hoffner Barthold: Um, and we’ve had lots of experience getting people through um, and we have connections. So um! We’ll make sure that you have the best experience that you can have. So

George Mason Online Admissions: thank you for that. So, moving ahead a little bit into the student experience. We have this quote from Bethelson: The faculty were very engaged with the students, and clearly interested in our success.

George Mason Online Admissions: They were very knowledgeable in the subject area, and clearly passionate about their feel. They were incredibly responsive to questions as well. So this is something I get a lot of questions about the student experience and the online environment.

George Mason Online Admissions: Would either of you be able to talk about that a little bit and what it looks like um in terms of trying to connect with your your professors and and having your questions answered outside of the typical classroom uh setting.

Jodi Duke: Yeah, I was, you know, last night I was on zoom for about two hours with different students.

Jodi Duke: Zoom has made our life so much easier in this program because it’s easy to just hop on. So in the autism program you’ll see virtual office hours that take place. Each instructor has a different way of setting those up. Sometimes they’ll send out something called a doodle poll to find a time that works well.

Jodi Duke: Um! A lot of times will vary the time. We always um record it and post the recording. So if for some reason you have a conflict, you can always watch the office hours. But we do have a students from all over the world. So I do a lot of one on one meetings as well.

Jodi Duke: Last night It was an assignment that two students just wanted to run some ideas by me, and I spent

Jodi Duke: some time with each of them. Um, so it really is. Um, I think it’s a unique experience, because you’re you’re working with full time faculty. Um, for the most part in the autism program as well. Uh, there are three of us who teach and are really committed to the program. And uh,

Jodi Duke: and and so sorry you definitely get the sense that you’re working closely with with the faculty and um, just like I had an in-person class today, and then stayed after with students. You have the ability to meet up with us virtually as well,

George Mason Online Admissions: wonderful, thank you.

Christine Hoffner Barthold: Ours is just a little bit different, but we do have um lots of opportunities to meet with. Um with students. We um hope students take advantage of that we want to get to know you. Um! And the way that I do it is that I actually do mine by appointment. So you can uh sign up on my calendar link.

Christine Hoffner Barthold: Um, A lot of us in the Aba program post Video: feedback.

Christine Hoffner Barthold: Um. So we’ll post video feedback about your assignments. Um. I personally have a podcast that I use

Christine Hoffner Barthold: as well, because I found out that most of my students were listening to the video while driving, so I figured it might be a little safer. Um, So I think that it it does vary in the Aba program as to how you interact with with the faculty. But I think Um,

Christine Hoffner Barthold: yeah, I can speak for all of us saying that we really welcome students to interact with us and get to know us. We don’t, you know we do not want to be just kind of like you going through, and um not getting that connection so

George Mason Online Admissions: wonderful. Thank you for sharing that. All right, Let’s

George Mason Online Admissions: all right. So this is the faculty of the department. Obviously we have

George Mason Online Admissions: both of you here tonight. Anything else that you would like to share about the rest of the faculty.

Jodi Duke: Yeah. So the top two are from the autism program. We’re the three people I was just mentioning, So that was good timing. Um. Dr. Francis is an incredible researcher who focuses on family and professional partnerships and has a wealth of of knowledge. She is probably the most approachable professor you will ever meet

Jodi Duke: in your life. She’s super, you know, relaxed and friendly, and and you will learn so much from her. Um. Dr. Jorgensen, also wonderful and amazing to work with. She is currently the director of the Mason Life Program, which is a post secondary program for students with intellectual and developmental disabilities

Jodi Duke: mit ctl, and and she comes from um a pretty impressive background of of Dean, of student services at Mason, and a lot of different experiences. So she brings that with her autism, knowledge, and one hundred and fifty

Jodi Duke: mit ctl and Um has a great way of helping students understand systems and transition, and and all all things about moving on from the high school experience to beyond one hundred and fifty.

Jodi Duke: I’ll let you do the rest. Chris:

Christine Hoffner Barthold: Okay, Um. So the the bottom four are us in the Ada. Um. Dr. Ted Hook is actually the person who founded our our Aba program.

Christine Hoffner Barthold: And so he’s been here from the beginning. He is a counselor,

Christine Hoffner Barthold: and um works in clinical mental health, Marriage and Family therapy, and uses Abi and applications of Abi for um

Christine Hoffner Barthold: individuals in a counseling

Christine Hoffner Barthold: approach. I talked a little bit uh

Christine Hoffner Barthold: about it.

Christine Hoffner Barthold: What I do um and um

Christine Hoffner Barthold: that tool asked a question. I don’t know if it’s a good time to answer it, or if I should wait until the Q. And A.

George Mason Online Admissions: Whatever you feel comfortable with.

Christine Hoffner Barthold: Okay, Um, I may um wait until the Q. A. Because the the answer is kind of a long one. So let me make sure that we get through the the slides. So sit tight, and I will answer that question. Um, Dr. Christie Park um talks. She

Christine Hoffner Barthold: mostly works in schools um, and works with teachers, and Dr. Lisa tulo um works in organizational behavior management. So that’s the application of um behavior analysis to workplace environments. Um behavioral safety um.

Christine Hoffner Barthold: Sometimes in schools, sometimes with agencies as well. Um! And I think it’s um important to note that all four of your ava faculty are also practicing behavior analysts. Um, So we I say that we keep our foot in the ground floor, the ivory tower. Um!

Christine Hoffner Barthold: So we do know what people are going through, and we try to give you the experience that you need um

Christine Hoffner Barthold: to really make things practical.

George Mason Online Admissions: All right. Thank you.

George Mason Online Admissions: Okay, Moving into online learning, we touched on cyber at a little bit. But i’m curious to know if you have anything else to add to that. And halfway for leads to, or the online learning component.

Christine Hoffner Barthold: Um, i’m happy to take this Jody, if you want me to.

Jodi Duke: Yeah, i’ll talk a little after you. But but these are clearly your videos up here. So yeah, cyber rat rather cyberneticus. Um, this is a simulation of a basic research with rats. Um:

Christine Hoffner Barthold: And yeah, it, it gives you a nice foundation um for applications. Um, and I say that six, twenty-two is kind of like the bio and chem of behavior analysis. It gives you the really um

Christine Hoffner Barthold: foundational knowledge to be able then to go and use

Christine Hoffner Barthold: it. The applications and um therapeutic techniques

Christine Hoffner Barthold: really really Well, Um! And on the right hand side you’ll see that we actually have a simulation of um, some assessments that are commonly done by behavior analysts. So you’ll actually be able to see and score those assessments it won’t be just talking about them in the theoretical um and um,

Christine Hoffner Barthold: once you do those assessments, you’re then required in a group group setting to come up with interventions. So This is an example of that

Christine Hoffner Barthold: um kind of more practical, interactive types of things that we try to do in both of our programs. Jody: I’ll turn it over to you.

Jodi Duke: We do not have rats to play with in my program, so, but we have kind of the the creative component we have. That gives you

Jodi Duke: a very real world application is that we have four um video case studies that that we have used throughout the program. Um, We followed four different autistic individuals around with a full camera crew for three days each. And they let us video everything. So

Jodi Duke: um we have from an eight year old all the way up through a college student. Um, and you do everything. All of your assignments focus around these four folks. So right now, i’m teaching the behavior and sensory needs course. My students each chose one behavior um

Jodi Duke: from each they got to pick which case study person they wanted to work with. Uh, we provide them with video data sheets all kinds of things, and they’re

Jodi Duke: doing an analysis of the behavior. And then coming up with a plan for intervention. So again that that focus on taking what you’re learning in the textbooks and in the other resources. And then really um putting that practical spin on it.

Jodi Duke: Yeah, Greta, I think I think you would enjoy it. It’s It’s amazing. And by the time that my students finished, they really are so connected I try to give updates on our four individuals, because you really feel like you’re a part of their life. By the end. You’ve been with them for so long, and you’re in their home and at school or at work. And um,

Jodi Duke: so it is. It is kind of a special component, All right.

George Mason Online Admissions: Okay,

George Mason Online Admissions: I can go through this, or I’m happy to let either one of you touch on it. But this is a lot of what I do in my role. So I’m: i’m happy. Okay, All right. Um. So the admissions process. Um. Should you all decide to move forward with an application as your admissions representative enrollment, counselor, i’m here to help you.

George Mason Online Admissions: Um! We do have a prerequisite for this program, and that is a bachelor’s degree from a regionally accredited university with a minimum of a three point zero, Gpa: However, we do have. We do offer a Gp. Addendum. If there are extenuating circumstances

George Mason Online Admissions: that you would like to elaborate on um for not meeting that three requirement

George Mason Online Admissions: also transcripts. So we’ll need to receive all transcripts from degree bearing institutions.

George Mason Online Admissions: We can accept unofficial transcripts for the admissions, process. But once accepted into the program, we’ll want to request your official transcripts, and we have a great transcript team that Um, Typically, we can request that on your behalf. We just have a form you fill out. There are some universities that are what we call student only where we’re unable to make that request on your behalf, but we’ll certainly give you all the details that you need to take care of that.

George Mason Online Admissions: Um. So I always tell my students that I’m working with. Let’s focus on getting just the unofficial transcripts, and then we can move forward from there. Um! And also your resume. You’ll want to make sure that your resume is up to date, and include that as part of your application one.

George Mason Online Admissions: Now your letters of recommendation two is the minimum. But by all means. If you have, you know, more than two people who can speak to your experience to really thrive in this program. It’s highly encouraged

George Mason Online Admissions: mit Ctl. And we do. Our process is a little different in that We we don’t do the typical um letter of recommendation. Dear Admissions Committee. We have a questionnaire format. So when you’re going through your application, you’ll get to the section where it requests reference information, one hundred and fifty

George Mason Online Admissions: um, and that will auto generate an email to your your recommenders, and it’s um. It’s a questionnaire format. It typically takes ten, fifteen minutes to complete it. It’s very

George Mason Online Admissions: concise. And to the point. Um, and it’s it’s preferred by a lot of our our recommender. So I was like to give a heads up about that that you know you Don’t actually have to write out a letter to the Admissions Committee. Um, looking for academic and professional references. Um,

George Mason Online Admissions: if you do have a personal reference or anything like that. We will ask you to also include a personal reference explanation. Um, just outlining why this individual is qualified to recommend you for the program so academic and professional the way to go

George Mason Online Admissions: um in your personal statement. So this is where you’ll really outline what your um your goals are, and your plans. What interests you about the program, and why George Mason’s program in particular is is the one that you want to pursue. So this is you and your own words getting to state.

George Mason Online Admissions: This is why I’m. Interested. This is why I would be a great student, a great candidate for your program. Um, And typically, you know,

George Mason Online Admissions: five hundred to a thousand words is is what we are looking for.

George Mason Online Admissions: So just a little bit about that application process and my role as an admission representatives to help you every step of the way. I’ve read lots of personal statements. I’m always happy to offer feedback um, always happy to help with coming up with reference suggestions. Um.

George Mason Online Admissions: One question I get a lot is well, I’ve I’ve graduated. I graduated ten years ago, and I don’t know if my my faculty will remember me, I’m here to help troubleshoot around that.

George Mason Online Admissions: So yeah, And we can, of course, answer any more questions about that. Once we get to the Q. A. Section, but

George Mason Online Admissions: that’s the application process in a nutshell,

George Mason Online Admissions: all right. And question, Is there anything else that Dr. Barkley or Dr. Duke, you would like to expand upon before we dive into some of the questions we’ve received.

Christine Hoffner Barthold: I promise that i’m not um. The person who always talks and has to have a lot. Um, but um! I did want to just let anybody know who is possibly thinking about the Aba program and is um currently international. Um that the bacb does have restrictions on who can take the test? And um that right now. Um! There’s a few countries in Europe

Christine Hoffner Barthold: where you can take the test. They are all English speaking. Um. But if you are residing outside of the United States, Canada, Australia, and I believe the Uk. Um, you’ll want to get in touch with us, because um,

Christine Hoffner Barthold: if your if your ultimate goal is to take the bacp, exam um,

Christine Hoffner Barthold: we may need to um work with you a little bit about that, because you won’t be able to take the exam where you are.

Christine Hoffner Barthold: Um! So that I want to make sure that you know full disclosure on that one.

George Mason Online Admissions: All right. Thank you for that.

George Mason Online Admissions: We had a couple of questions also come in from Greta in our Q. And a function. So i’ll go ahead and

George Mason Online Admissions: read that I’m. Currently active duty, and someone mentioned that the public universities offer free tuition for military members is that applicable to this program? So, Greta, I am happy to get you in touch with our office of military aid. They are the experts on this um

George Mason Online Admissions: in terms of free tuition, if you have military aid that’s available to you. Yes, you can use that, but we don’t offer specifically free tuition to service members. But i’ll definitely get you the contact information for our um,

George Mason Online Admissions: our office of military aid, and they’re a great resource and can help feel your specific questions about that.

George Mason Online Admissions: Um. Greta’s other question.

George Mason Online Admissions: Does this require a bachelor’s and social sciences, or any back? Yes, but a bachelor from a regionally accredited university? And we went over the the Gpa requirements. Um,

George Mason Online Admissions: and then adding on to that. My understanding is that the certificate is related to special education. But this will not certify me to teach or work in the school districts. I can take that one if you want. Thank you. Yeah. So it is within the division of special education. That’s where we’re housed. However. Um

Jodi Duke: in Virginia there is no teaching certificate for autism. Um, it just doesn’t doesn’t exist. And so this is not a teaching certification or licensure program. Um, we do have those. If you’re interested.

Jodi Duke: Those are not fully asynchronous and online at this time, and they do require different types of field experiences. Um. So this we’re really thinking of more as um professional preparation for the autism program. And then um

Jodi Duke: obviously Aba is a little different. So

Christine Hoffner Barthold: yes, we it our ultimate goals to prepare you for the B Icb. Exam. Um, and there is feel work required for that. Um, we do not provide that. So that, uh, would be something that you would secure on your own. We can help you

Christine Hoffner Barthold: figure out quality indicators if you’re. If we don’t where you are, and we know people who are local, we may be able to recommend people. Um, but we don’t offer that as a credit um

Christine Hoffner Barthold: bearing course or anything like that. Um! And as far as the um bachelor’s degree. Um, there used to be a restriction for Aba that um. You had to have certain bachelor’s degrees that’s been lifted.

Christine Hoffner Barthold: Um! So any bachelors is fine for taking the exam, and if you’re getting the masters, it really didn’t matter, anyway. So

George Mason Online Admissions: thank you. It looks like the tool Had a couple of questions going back to is this: in the field of psychology or education.

Christine Hoffner Barthold: I’ll take that one. I think you probably mean the Aba program. Um, I We don’t really

Christine Hoffner Barthold: fit in one box. It’s the best way to put it. Um, So there’s it. We’re not really psychology. We’re not really education, we’re.

Christine Hoffner Barthold: I was in the division of special education, but we are about

Christine Hoffner Barthold: the science of behavior. So it’s the science of what? Why,

Christine Hoffner Barthold: people um! And

Christine Hoffner Barthold: you know, as you can see, with cyber at um.

Christine Hoffner Barthold: Sometimes some people do what they do um, and really that’s that’s really the crux of it. Um! And I tell people that i’m a professional people Watcher. Um,

Christine Hoffner Barthold: because that’s what I do. I observe, I take data, and I help them put together interventions that will help them lead their best lives. So um,

Christine Hoffner Barthold: I know that that was a non answer to your question. But there really, Isn’t, a good answer to your question.

George Mason Online Admissions: Thank you, and looks like the tools Other question. Yes. So this is the online program and

George Mason Online Admissions: by getting I’m assuming the the Master’s degree by getting it, can I get a Phd: Oh, that’s a good question. I I get questions about that sometimes about Will this lead to A. Ph. D.

Jodi Duke: So I don’t know Dr. Bryth or Dr. Do you want to feel that? Yeah, that’s a great question. It’s very individualized. So certainly actually, one of my current Phd students who um is working with me is a um graduate of the Aba program, and uh

Jodi Duke: mit ctl and and a firefighter. And now he’s doing a Phd. In um early childhood and behavior and doing a great job. So it is, it is not automatic by any means. But if you find that you enjoy studying and writing, and and continuing to learn, it is something that that we one hundred and fifty

Jodi Duke: we can discuss absolutely. Um,

Jodi Duke: It’s a good a good way to sort of get started on the process, I would say, Thank you.

George Mason Online Admissions: So anyone have any other questions, and if you do feel free to type it in the chat, and I will go ahead and share it. Um. One thing that I wanted to ask about, because again, this is a question I get from a lot of our applicants or um. Would you be able to talk about career outcomes for for both Asd and Aba

George Mason Online Admissions: mit Ctl, and that’s something that I get a lot. I see a lot of students coming into the applicants coming into the program, not totally sure what they want to do, just getting information, but they’re always wanting to know one hundred and fifty

George Mason Online Admissions: what happens after I I I get this degree. What can I do with it? Specifically

Jodi Duke: sure for autism? It’s really wide. Um, we have people who are like, I said, working in early childhood fields. Some people who are working in the school system, and they want this as an add on component to their existing licensure.

Jodi Duke: We have a lot of people who work with adults um, either on college campuses or in things like um any kind of residential placement. Or Um! There’s a huge field actually of um employment for autistic individuals. There are

Jodi Duke: really high companies like Ibm and Microsoft, who are recruiting autistic workers because of their characteristics. And so we are getting people from companies like that who want to learn more about autism in order to be able to support their employees better.

Jodi Duke: Um! We have a lot of graduates who start their own businesses, things like consulting and advocacy. I think the most interesting graduate I had was someone who was um an Fbi profiler, and he was trying to

Jodi Duke: learn more about autism um for his work. So the applications are somewhat endless. I would say

George Mason Online Admissions: Thank you for that.

Christine Hoffner Barthold: It’s funny. You bring up Fbi profiling Jodi because a lot of people get us confused with the behavioral analysis unit

Christine Hoffner Barthold: uh which we are not um, but as far as job prospects go. Um, We do have a

Christine Hoffner Barthold: number of different places where you can apply behavior analysis. You certainly can work with individuals. Um, who are autistic. Um, I’m still learning to say autistic. So I apologize if I um sometimes stumble over that a little bit. Um, so

Christine Hoffner Barthold: you can do that. But you’re not it in our program. You’re not going to get the In-depth knowledge about autism the way you’re going to get it from Dr. Duke’s program. Um, that that’s really

Christine Hoffner Barthold: where you’re going to get that kind of knowledge. Um,

Christine Hoffner Barthold: We have people who work in hospitals, in homes.

Christine Hoffner Barthold: Sometimes people who work in foster care. I work for a little bit with um foster care. Um! We actually are the head of prisons. The psychological services um for adult incarcerated individuals. Um, in Virginia is a pcba. So um, you know,

Christine Hoffner Barthold: prisons juvenile justice is another place where um some of our graduates work, um, And I actually also um!

Christine Hoffner Barthold: Can it work with a um a program that does sports performance. So anywhere from um,

Christine Hoffner Barthold: you know, community pick up basketball all the way to pro

Christine Hoffner Barthold: um athletes. They work with them um, and use aba principles to um increase their performance either on the port or on the field or um wherever they are. So I would say, Um,

Christine Hoffner Barthold: really the job prospects are very good. Um! You might be hearing some things on Linkedin that you’re hearing some lay offs and things like that. Don’t let that dissuade you. The job. Prospects are still very good,

George Mason Online Admissions: wonderful. Thank you for sharing that.

George Mason Online Admissions: Um! Does that anyone else have any other questions that

George Mason Online Admissions: they’d like to to ask?

George Mason Online Admissions: If not, I have one more um. So a lot of students coming into this program. Um are unfamiliar with an online format. So do either of you have any feedback, for, uh, what are some best practices for students to help them really thrive in this environment and make the most of the program.

Jodi Duke: It’s a great question. Um, we uh, we run every course using the same format. And so um, it’s an eight week. Course there is one module per week mit.

Jodi Duke: Look ahead and look at how much you’ve got to get done, and really sort of structure your time carefully, I think the biggest misconception is that because it’s online, it’s going to be quick and easy, And it’s not. It’s a master’s degree program and a graduate certificate. So there is a lot of work involved. Um!

Jodi Duke: And so planning ahead. And really being

Jodi Duke: being aware of what the assignments are, I think, is is critical.

Jodi Duke: The only other thing I would say is is to be very open to asking for help. Just there is no question that shouldn’t be asked, and i’m sure others have it. So We always have a few resources built into each class. There’s a cyber cafe discussion board where students can just sort of chat and get to know each other. There’s always and ask the instructor, and when you post a question there everyone can see it. So you are for sure, helping other people when you have a question,

Jodi Duke: and then, of course, you can come individually directly to your instructor. But I would say, just don’t worry at all about, you know, sounding uninformed or anything else. That is literally what we’re here for one hundred and fifty.

George Mason Online Admissions: Thank you for that.

George Mason Online Admissions: That’s just good life advice. Ask questions. Don’t: be afraid. Yeah,

George Mason Online Admissions: It looks like we had one more question from Dylan. Come in.

George Mason Online Admissions: Is it true? You would have to wait four months in order to apply for licensure. After passing the Bcba Board Exam.

Christine Hoffner Barthold: Dylan. That’s a great question. Um. I was licensed a long time ago. Um, it depend. Each State has their own requirements for licensure. Um! And they we don’t have reciprocity among states right now. So. Um,

Christine Hoffner Barthold: if you’re in Virginia, I would suggest contacting the Virginia Association for Behavior analysis. Um, Kristy Ivanko is

Christine Hoffner Barthold: amazing and answering these types of questions Um, because I don’t want to give you the wrong information. If you are in another State, I really encourage you to go to your licensing board. Um! Not all States have licensure as well. So um

Christine Hoffner Barthold: some people it some places you don’t have to be licensed some places you do um so, Dylan, I would suggest contacting Uh Baba, if you’re in Virginia, and if you’re not in Virginia um contacting your licensing board, or if you have a State chapter, the Association for behavior analysis.

George Mason Online Admissions: Thank you for that. Yeah, that was a good question. And it looks like the tool has another question. Um for analysis behavior which disability

George Mason Online Admissions: would you concentrate on see?

Christine Hoffner Barthold: Um? I think I think I understand your question. If I don’t please. Uh, you know, clarify,

Christine Hoffner Barthold: we actually won’t. We

Christine Hoffner Barthold: don’t really it. We talk about individuals with disabilities, and we talk a little bit about autistic individuals, but we don’t really um concentrate on that. Again, if you’re looking for

Christine Hoffner Barthold: information about characteristics of disability. Um! Learning about autistic individuals,

Christine Hoffner Barthold: I would say. Really, you know, check out, Dr. Duke’s program.

Christine Hoffner Barthold: Because um, that’s where you’re going to get that

Christine Hoffner Barthold: we’re going to be more talking

Christine Hoffner Barthold: general terms. So we’re really not going to get into um specific disabilities per se.

Christine Hoffner Barthold: Um. So hopefully I answered your questions. I’m not sure if I did. But um happy to clarify if I did not

George Mason Online Admissions: thank you for that.

George Mason Online Admissions: All right, We’re getting toward the end of our Webinar. Are there any other questions that we can go over in these next few minutes

George Mason Online Admissions: again feel free to type in the chat or the the Q. And A. Feature.

George Mason Online Admissions: Colleen says, Thank you. Thank you. Thank you. Everyone for being here and devoting your time on a Thursday evening.

George Mason Online Admissions: I appreciate it.

George Mason Online Admissions: I’m going to put my email in the chat for folks. If you have any questions about the autism program, please feel free to email me. I can’t type and talk at the same time. So give me a second. I feel you there,

George Mason Online Admissions: and i’ll share my email as well. Um again. I’m. I’m happy to answer program questions, questions about the application process as well. So Don’t hesitate to reach out

George Mason Online Admissions: All right.

George Mason Online Admissions: Well, if there are no more questions again, thank you so much for your time to our lovely presenters and for everyone attending um. Thank you so much, and like, I said, if you have any, follow up questions. Please feel free to reach out. And yeah, we we hope to hear from you again. I I hope you submit applications. And

George Mason Online Admissions: yeah, and just continue to move forward. So again Thank you for your time and have a great evening. Everyone

Christine Hoffner Barthold: thanks everyone, I think, Dylan, I think Dylan had another question. So i’ll just answer that real quick. I’m: Sorry, Dylan. Um:

Christine Hoffner Barthold: Yeah. With the with the feel where we can you please. Shed some light on how each course will correlate. Um! That’s gonna So the feel work is actually two thousand hours. Um! Now the the one thousand five hundred hours um has increased. Um. So um,

Christine Hoffner Barthold: really, it’s gonna be based on what your supervisor does. Um, So

Christine Hoffner Barthold: it’s really it. I mean, you can always share syllabi and what you’re learning in your um in your course, work in your field work. As soon as you start classes you can start your field work. Um, but everybody structures their field work differently, so I can’t say that you know. Um.

Christine Hoffner Barthold: It’ll correlate directly with exactly what you’re learning. Um again. I feel like I gave you kind of a non answer. But um, there really isn’t a one set way that feel work works.

George Mason Online Admissions: Thank you for that. And Dylan, i’m so sorry I missed your question.

George Mason Online Admissions: All right. Well, thank you again. Everyone enjoy the rest of your evening. I hope everyone has a wonderful dinner plans. And yeah, please be in touch. If you have any, follow up questions.

TESOL (MEd Concentration in Curriculum and Instruction) Transcript

George Mason Online Admissions: so thank you. Everyone for joining us this evening. We are excited to get started. Um, As I mentioned before, My name is Pam Um, and I am an emissions representative for this program

George Mason Online Admissions: Mit, Ctl. And here, as a resource to give information, answer questions um, and walk through the admissions application process with you. If this is something you decide to move forward with one hundred and fifty.

George Mason Online Admissions: All right, so quick, overview of what we are going over this evening. We will begin by meeting our presenter for this evening, Dr. Kathleen Ramos, who will tell us a little bit about herself and her role.

George Mason Online Admissions: Um, we will also get an overview of the degree program. Um. Meet the core faculty here from a graduate of the program as well, and learn about admissions, requirements, and towards the end we will have A. Q and a session um to offer you a chance to kind of off. Ah, ask some questions that are, you know, relevant to your specific context.

George Mason Online Admissions: Um a few housekeeping items here. Um, that I want to review before we jump in. We have the chat feature which a few of you want to start to use there. Um! I believe you should be able to raise your hand as well, and ask questions verbally so super excited to hear from you today as well um feel free to use these features during the q A. Portion um of the evening. Um, and then we’ll get to hear from all of you hopefully at that point, and then, without further delay, I will hand over to our presenter.

Kathleen A. Ramos: Thank you. Thank you, Pam, and thank you. Everyone for joining in this us this evening. We’re very excited to have you. Oh, as Pam said, my name is Dr. Kathy Ramos, and I’m. An associate professor of education in George Mason School of Education in the College of Education and Human Development. I’m. Also, currently the academic program coordinator of teaching culturally, linguistically diverse and exceptional learners.

Kathleen A. Ramos: Tcl: which is kind of a large umbrella term for many uh different easel related, and World Language related programs that we have

Kathleen A. Ramos: but the one that we’re going to focus on tonight is our masters in curriculum and instruction, with a concentration in T. Sole. P. K. Twelve to adult non licensure teacher education program.

Kathleen A. Ramos: I just want to acknowledge that there are also two people uh who will, who will interact with you if you choose to become mason students and to join our masters program, and they are, uh Marie Champagne, who is our coordinator of student services, and also your would be your academic uh advisor program Advisor and Mandy Jenkins, who is our student placement coordinator.

Kathleen A. Ramos: So i’ll talk a little bit more about that in a bit. But I just want to thank them for joining us. And uh, if there are questions that they would be able to answer when we have questions, then um, I will ask them to do that. Okay. So uh, I came to Mason in two thousand and sixteen. I’ll just let you know a little bit about myself. This is my tenth year as a teacher Educator. So I was a teacher, educator at a few other smaller liberal arts, colleges in Pennsylvania. Before that,

Kathleen A. Ramos: and before that, before becoming a teacher. Educator. I was a Pre. K. Twelve practitioner uh, first, a Spanish teacher in the middle school for ten years, and then an easel teacher in the secondary setting, in which I also taught many uh young adults who were ages eighteen to twenty-one years old, in the public school, system, from a variety of refugee and immigrant backgrounds from around the world.

Kathleen A. Ramos: Um! Which is where I kind of uh connect with Rene, and when it’s her turn to talk with you. She’ll share a little bit about her work with students in a similar um a similar population.

Kathleen A. Ramos: So I won’t really say too much more there about myself other than I uh would like you to know that my my whole life has been dedicated to preparing teachers working with teachers and teaching uh, in a way that fosters equity and excellence for multilingual learners and their families. And we are really happy to have you join us tonight. So go ahead, Pam. We’ll go on to the next slide

Kathleen A. Ramos: and start to dig in a little bit. Okay, so we’ll share. Just a little bit about what makes our t sole program uh unique. So I think one of the first and foremost things is that we have high caliber, high quality faculty who have extensive t sole backgrounds and online teaching expertise. So i’ll tell you a little bit more about the faculty members who developed this program. Uh: I am one of those faculty members and others who join me

Kathleen A. Ramos: uh, so that you can see our our backgrounds and our experiences. And really why we decided to create this T. So pre K. Twelve to adult non-licensure program.

Kathleen A. Ramos: In this program you will also you will also gain the knowledge or enhance your current knowledge. So we have many students in this program who are already uh practicing teachers, whether that is in the Pk twelve space or in adult education.

Kathleen A. Ramos: So we will value your expertise, and you will enhance your uh knowledge and skills for teaching in a culturally and linguistically responsive and sustaining way in English

Kathleen A. Ramos: learning English language, teaching wherever in the world. In whatever context that might be,

Kathleen A. Ramos: we we think that you will find our courses to be innovative uh cutting edge engaging, and you will have the chance to participate in online teaching experiences that are meaningful in which you interact a lot with your peers and the instructors of the course. Um, in a variety of activities and tasks and content each week.

Kathleen A. Ramos: And it’s important, uh for you to know that in selecting Mason, if you choose to do that you would be joining a very renowned university, where one of the most uh diverse universities, if not the most diverse university in Virginia. We are also a research, one institution. So that can be kind of important. If you are looking for further studies after your master’s degree,

Kathleen A. Ramos: or as you seek employment or new employment opportunities. It’s always really prestigious to have come from a research One university which is a special designation that has to be earned and kept. Um, that just kind of

Kathleen A. Ramos: demonstrates the caliber of research and scholarship and teaching expertise that’s coming out of that university. And currently, we are the only university in Virginia that is recognized. Our programs, our easel programs are recognized by T sole International Association.

Kathleen A. Ramos: Okay, and i’ll be happy to answer as we go along, or at the end. Any other questions you might have. Um about Mason.

Kathleen A. Ramos: Okay, Pam: I think we’re ready. Okay?

Kathleen A. Ramos: So it is important to know that this master’s program is an asynchronous online program

Kathleen A. Ramos: in an asynchronous program. That means that you can work through each weekly module whenever you want.

Kathleen A. Ramos: For example, i’m a very early morning worker. I prefer to do most of my hard work, really from five Am. Till ten Am. Because that’s when my brain functions the best. Uh you may be a late night worker. You may be a person who’s a weekend worker. You may work in between two jobs that you’re working uh taking your course. Okay. So the course is you can join online whenever you want. There’s not a particular day or specific time that you have to join,

Kathleen A. Ramos: but It is important for you to know that the courses are not self-paced. You do have to complete one module per week. They are eight weeks long, so they are intensive, right? Because this is a graduate uh master’s program. And so really it is the same amount of content as a traditional fifteen week course, but kind of just intensified into eight weeks. Okay, but carefully done, so

Kathleen A. Ramos: that it’s not overwhelming. Sometimes it may feel um like there is quite a bit of work to do. So. I really will be straightforward about that. We are proud of our masters programs as a um. One of our school district partners told me recently. The beautiful thing about Mason is It’s not Walmart. It’s not a Walmart program, right? It is really a high quality program and masters degree that you would be earning. Uh. So, therefore it is rigorous in nature,

Kathleen A. Ramos: and should be because that’s what you would be expecting as a mason student.

Kathleen A. Ramos: That being said. The learning, I think, and Renee can talk about this a little bit is engaging. Um! It’s interesting. It crosses the lifespan, so it it really in each course we have made sure that we are addressing,

Kathleen A. Ramos: uh, all of the different T. So context that our students might be working in or aspiring to work in. Okay. So we have, for example, many students who are, Uh. Pre. K. To twelve practicing teachers. We have many who are working in adult education, whether that’s in literacy, education, or um, as is Renee’s case for a community college or for a heritage language program, or wanting to enter, wanting to teach internationally

Kathleen A. Ramos: wanting to enter the T. So field. So there’s not a There’s not a uh requirement to have teaching experience to enter this masters program, but I. I do want to make a special point of saying tonight that if you are a person who wants to be a licensed Pk. Twelve teacher in a public school system. This is not the right program. Okay, because this does not lead to teaching licensure, although we do have that program, and we can share that with it.

Kathleen A. Ramos: Anybody who is interested.

Kathleen A. Ramos: We have worked really hard to make the online learning interactive and interesting. So here are just uh two examples from one course. Okay, Um, in which you are engaging in some interactive learning. So the one on the left, I know is the story of a Korean folktale. And this was a real story that happened uh to Dr. Joan Shin, one of the uh faculty developers of this program.

Kathleen A. Ramos: Uh, some some years ago, when she was invited by her nephew to multicultural night at a school, and she and her mom decided they would read a Korean folk tale uh both in first, and Korean and then her nephew would read it in English, and it was the story of why the frog croaks at night,

Kathleen A. Ramos: and so they uh, were very excited about this, and unfortunately, uh, the easel teacher in the story. There is the A. Mom dies in the story. Um swept away in a month soon, and it kind of explains, like many tales around the world, why an animal does a certain things. Why, the frog crops at night just kind of crying out of sadness, and the teacher decided that Um! The story was too violent

Kathleen A. Ramos: to read, and would not allow them to read that story that they had come prepared to read. Uh. So she kind of just made a great activity to ask. You know how each person in that scenario felt uh what each person might have done differently uh to to make the multilingual multicultural family feel comfortable and welcome their their cultural story into the space

Kathleen A. Ramos: The other side of the screen shows another um

Kathleen A. Ramos: possible activity uh a choice board where sometimes you will have an option uh for how you want to represent your understanding. Okay. So

Kathleen A. Ramos: each week there will be a Discussion Board Forum. That is the main way of dialoging, interacting with your peers and with your instructor in an asynchronous online course. There will also be application activities such as the two that are featured here. So it varies from course to course and from week to week, but lots of different ways for you to engage in learning. Okay, uh, including in depth reading. That is an important part of graduate

Kathleen A. Ramos: education. So we’re not going to just uh deliver everything to you by video, even though there are videos and webinars and other things that you can access. You also have a responsibility as a graduate student to read in an in-depth way, and to think critically about what you’re reading and to share your thinking.

Kathleen A. Ramos: The other thing I want to say about the online learning and our promise to you is that you will

Kathleen A. Ramos: feel the instructor presence. Okay, many students have told me. Oh, I I was really apprehensive about taking an online course, because I didn’t think that the instructor was really gonna be there with me in the course, and I found that in these courses that wasn’t the case. Okay, So we are, whether it’s the core faculty. Who were the developers of the courses uh, or our high quality adjunct long. We have many uh

Kathleen A. Ramos: long time at jumps in our programs uh, who also come from T. So backgrounds and have a lot of practitioner expertise

Kathleen A. Ramos: uh across the lifespan who teach some of our courses, and all of us are dedicated to making sure that we stay connected with you in those courses we give you feedback. We engage in the dialogue in the Discussion Board with you, and we also give you um guidance and insights on your major assignments. Okay,

Kathleen A. Ramos: I think. Let me just check my notes. I said everything that I wanted to say about that. Um, Pam. We can go to the next one,

Kathleen A. Ramos: so you can have a uh peak at the ten courses. Okay, this is a thirty credit uh master’s degree

Kathleen A. Ramos: uh. So you take two courses per semester, but consecutively, because they are eight weeks long. Okay. So uh, when one course ends, the next one begins. The next day there really isn’t a break between them. Uh, because typically semesters are fifteen weeks long with a little wiggle room on either end of the semester. Okay? And there is a break in the winter uh over the over the

Kathleen A. Ramos: winter break period. Uh, but the courses do resume in January typically earlier than the third week, which is when fifteen week courses uh resume. Okay, and then you take two courses in the spring. If you’re a fall, start to in the fall two in the spring, two in the summer and summer kind of begins in April in this program. So there’s like an April to the end of June, course, and there’s a June to August course, and then you’re back to fall, and

Kathleen A. Ramos: and the course is just kind of keep on rolling uh like that. So really in a year and a half you can finish this master’s degree if you stay on track with all of your course, work and take the courses um up throughout the calendar year as designed once in a while. Students for various reasons. Don’t do that. Okay, um. And so they may have to wait till the next time the class is offered. Um, if they kind of go out of sequence. But most of our students

Kathleen A. Ramos: do follow uh the program as designed and complete their master’s degree. Uh, really, in a year and a half

Kathleen A. Ramos: each of our courses has a field work component. Okay. And this comes from the standards to which we have aligned the program, which are the T sole uh

Kathleen A. Ramos: Pre. K. Twelve to adult standards that were just redone in two thousand and twenty, and also the adult framework for English language teaching also by T. So So those standards are the ones that inform our program, and they really require that you interact with multilingual learners in

Kathleen A. Ramos: a particular setting. Okay, in in a real educational setting. You really

Kathleen A. Ramos: can’t learn to teach or enhance your expertise for teaching multilingual learners, if you’re actually not working with multilingual learners. So each course has an expectation, for there’s not a particular number of hours. Uh nor do you have to? Uh,

Kathleen A. Ramos: note those hours, or turn in documentation of those hours?

Kathleen A. Ramos: But the performance based assessments. The major assignments in each course are real world application related assignments that require you to be doing something, some kind of work. Uh: with multilingual learners in an educational setting. Okay, so generally you would spend roughly fifteen hours

Kathleen A. Ramos: per course in field work in order to prepare for uh your work on those performance based assessments. Okay,

Kathleen A. Ramos: uh. So as I said, And this is an important point. I’m going to reiterate. This is not a teacher. License your program. So we don’t place our candidates in the field work. Okay, and as I had also shared most of the people in this program already are working in some kind of t sole setting, whether it is with children or with adults, but we have several who are looking to enter the field

Kathleen A. Ramos: and are not yet working in a T. So setting. Okay. So there are many different places that you can find, and it is your responsibility. The students responsibility in this uh program to find a field work site. But we do have a a person on our staff. As I introduced Mandy Jenkins, our student placement coordinator, who can provide some assistance with that right? Maybe you have a geographic area. You say, here are the

Kathleen A. Ramos: here are the here are the This is where I am. Uh, this is when i’m available, and Mandy can help with doing some background searching for possibilities that may work for you for a field work placement.

Kathleen A. Ramos: Okay, uh, but you would also need to be looking into that yourself, and working with Mandy on some ideas that you come up with together.

Kathleen A. Ramos: Um, let’s see. I also want to say something important about the courses, and that is that they are really grounded in our philosophy of an asset based approach to teaching multilingual learners. Okay, so what does that mean?

Kathleen A. Ramos: An asset based approach means that we move away. We leave behind the deficit viewpoint of many multilingual learners, as perhaps being less capable or uh not uh, not prepared for deep study and

Kathleen A. Ramos: difficult thinking, challenging, thinking, and really representing their ideas, communicating with others. We believe that multilingual learners are highly capable, capable, intellectual

Kathleen A. Ramos: people who possess bilingualism, multilingualism, which are strength to be celebrated and valued and integrated into instructional context, where whatever that instructional context is. Okay. So that’s kind of what an asset based approach is really embracing multilingual learners, funds of knowledge, their ways of knowing, being, communicating,

Kathleen A. Ramos: working, uh,

Kathleen A. Ramos: contributing to the world from their cultural lens, using their linguistic knowledge in both languages, or in many cases in multiple languages that they have, as they learn. Okay,

Kathleen A. Ramos: our courses are also grounded in socio cultural approaches to learning. Which just means that we know we believe in the research that says that that learning is a social act right? So we really support teachers in learning to engage students in student centered classrooms where students are doing most of the talking. Of course the teacher is important.

Kathleen A. Ramos: Often uh delivers direct instruction plans, differentiated instruction as needed is really responsive to the learners in front of him or her right. So

Kathleen A. Ramos: that is uh, another principle that you must know your learners well, and be responsive to

Kathleen A. Ramos: who is in front of you that in any given educational context can change from one hour to the next uh depending on what your teaching load is. Okay, but it’s just kind of an embracing of the idea that students learn best when they get to think critically. They get to think deeply. They get to question, and they they

Kathleen A. Ramos: get to share their knowledge with one another and co-

Kathleen A. Ramos: or approach to teaching and learning. Okay, uh, you will find in our courses also we have a uh a dedication that thread to multi-literacies to be able to being able to demonstrate

Kathleen A. Ramos: understanding and construct understanding through multiple models. Okay, So we have a uh, a a multi modal approach where students we

Kathleen A. Ramos: prepare teachers to engage students with multi multi modality, learning in different ways, with different digital tools, um from different text types from each other, and also representing their understanding in those same multi modal ways.

Kathleen A. Ramos: And finally, I would say, we have um a commitment to equity and advocacy for multilingual learners. Okay, wherever they are, in whatever educational context and part of that is really valuing their first languages as meaning, making resources, and inviting their first languages into the learning space. Right? We want our t sole professionals to leave the program as people who are equity centered,

Kathleen A. Ramos: who are leaders and who are prepared to work for equity for multilingual learners.

Kathleen A. Ramos: And I think that is what I wanted to say about the courses.

Kathleen A. Ramos: Okay, uh. So here are some. It’s important for you to know as you leave this program, what might you be able to do? Okay. So there is really, uh,

Kathleen A. Ramos: just this one slide, but an endless amount of opportunities, I think, for being an English language teaching professional here in the United States and across the world. It is uh, the the

Kathleen A. Ramos: global language that is in high demand. And so I think it is possible to find, uh, uh,

Kathleen A. Ramos: rewarding professional position as an English language teacher in all of these places that are listed here on this slide, as well as maybe in some that uh, we are not imagining for those who are already pre k to twelve public school license teachers. Uh, this is a way.

Kathleen A. Ramos: For example, in our uh last, our first graduating group. We had a social studies, high school teacher from New York,

Kathleen A. Ramos: and he really wanted to deepen his expertise for

Kathleen A. Ramos: teaching the students in front of him who were many multilingual learners now filling his social studies class. And he realized, you know, i’m a really good teacher, but i’m not really. I don’t know well enough um how to value multilingualism and how to uh reach and teach my multilingual learners. And so he uh entered this program.

Kathleen A. Ramos: Others, I’ll let you know. Renee tell you her own story. We have other students uh we have a student in an elementary school in Hong Kong we have students who are, uh working in high schools in Ecuador just really any variety of settings. Um, In the United States and around the world, you will be well prepared with a prestigious master’s degree. Uh from Mason to begin or continue your career

Kathleen A. Ramos: as a T. So professional.

Kathleen A. Ramos: Okay.

Kathleen A. Ramos: And so just briefly, i’ll share uh the faculty who developed this program, and we are in let’s. See I think our first semester was spring of twenty twenty-one. So we’re coming up to our second year uh mark

Kathleen A. Ramos: this spring of two thousand and twenty-three in this program. So Dr. Joan King shin uh really

Kathleen A. Ramos: can only be described as an English language, teaching Rock Star, as she is a renowned scholar in the world. Uh, who has many uh books that she has written, and she is one of the series editors for the National Geographic English Language Teaching series that is used around the world. Uh, she’s currently the director of the Global Online Teacher Education Center,

Kathleen A. Ramos: Uh, at Mason, and she’s also our division director of the division where the Tcl. De L. Uh. Program is housed

Kathleen A. Ramos: below her. Dr. April Maddox Foster is also a long time uh teacher, educator, with teaching experience in the Pre. K. To twelve world uh. In international context she has really taught in many places in the world. She is a deep uh, a scholar with deep expertise in literacy, education, and an inter cultural competence. Uh, right now she’s working on work where she is. Uh,

Kathleen A. Ramos: she and I are working together actually, i’m using children’s literature and young adult literature uh as an anti racism, education tool.

Kathleen A. Ramos: And then there is Dr. Susan Kim, uh, who is currently the principal investigator on a large national professional development. Grant that was funded by the Us. Department of Education. Her expertise is in multimodality trans languaging uh, which means inviting the first language into the learning space as a full

Kathleen A. Ramos: meaning, making resource and learning tool, and also in multi literacies and critical discourse uh research. So the four of us have been uh April

Kathleen A. Ramos: came to Mason first, and then Joan and I came in two thousand and sixteen, and Susan a couple of years after that, and we all thought, Hey, you know, we really we really see this need that there are many uh people who are interested in teaching beyond the public school system beyond the K to twelve easel world. Uh who want to be prepared to teach in English language settings all around the world in many contexts, including

Kathleen A. Ramos: a variety of adult learning context that there are. And so that is really why we uh came together and created this program.

Kathleen A. Ramos: Okay, I think that is it for me right Now i’m going to turn it over to uh Renee Tinsley, who is one of our graduates from our first cohort, and thank you, Renee, so much for joining us tonight.

Renee Tinsley: You’re welcome. Hi, everybody. Um, I hope you’re having a good evening.

Renee Tinsley: My name is Renee Tinsley, and I’m. In Washington State. I’m actually you know, in the Seattle area,

Renee Tinsley: and I just want to let you know to please feel free to ask me any questions that come up for you. I know that it’s. It’s nice to hear kind of a graduate perspective

Renee Tinsley: when it comes to the program, but i’m going to give you just a little bit of background on my own experience. And Um: Yeah. So I have been teaching English language learners for almost twenty years now,

Renee Tinsley: and the way I did it was kind of a trial by fire. Um,

Renee Tinsley: you know I did a self the certification. I had a bachelor’s degree, but none of it uh really prepared me for being in the classroom and teaching English language learners. So I did learn a lot as I went, obviously as you do when you are teaching in the classroom.

Renee Tinsley: But um! I have always wanted to pursue a master’s degree, but you know it never felt like the right time for me.

Renee Tinsley: Um! And then, you know the pandemic hit. I had three kids at home, so I thought, Now it seems like a great time to do a masters degree. Uh So yeah, I was working full time. My kids were doing online schooling,

Renee Tinsley: and I started the program at George Mason University and um, one of the things that kind of drew me in was actually that research one

Renee Tinsley: uh

Renee Tinsley: qualification. I I don’t yeah that Dr. Ramos was talking about,

Renee Tinsley: you know, because I really want it to kind of

Renee Tinsley: become a better teacher. You know I I was. I was a good teacher uh, but I felt like I wanted to have more of a research back backing to my practice.

Renee Tinsley: So I decided to do the program. And um,

Renee Tinsley: really, honestly, it it shifted my teaching

Renee Tinsley: completely. Um, I started teaching. You know I did teaching in Japan for a while, and then I started teaching at a nonprofit. I taught refugees for seven years adult um

Renee Tinsley: moms and dads typically.

Renee Tinsley: And then, after that, I moved into a community college setting, and I taught in a lot of different areas there, but recently started teaching in a pilot program that serves high school students. These high school students have dropped out of high school um, or are at risk of dropping out of high school because of language barriers.

Renee Tinsley: And so um. This program kind of provides support and helps them to gain their English skills, and then they have the option to move up through an associate’s degree, and everything is funded. Their transportation tuition, et cetera.

Renee Tinsley: Uh. But so I started with these kids, high school students, you know. I hadn’t had a lot of experience with high school students

Renee Tinsley: and um, as you know, with that age group they’re they’re very quiet, just naturally. Uh, there’s some self consciousness at play, and then add that with the language uh component right, and not knowing

Renee Tinsley: very much English,

Renee Tinsley: it was a very quiet class, right? It was pretty awkward. And um, you know I I I was kind of doing my English only thing that I had learned as a teacher, and in much of my teaching I approached my classrooms as okay. We’re going to speak English in this space, because,

Renee Tinsley: you know, if you want to learn English. You have to speak English,

Renee Tinsley: And then, through the courses that I took through the masters program, I started to have a deeper understanding of how people learn language

Renee Tinsley: and um kind of the disservice that I had been doing to my students by sticking to an English only approach.

Renee Tinsley: Um, and I learned more about trans languaging

Renee Tinsley: which Dr. Amos mentioned is, you know,

Renee Tinsley: uh,

Renee Tinsley: the encouragement of students using first languages in the classroom to be participants in that space, and to

Renee Tinsley: bring what they have to the table, which is a lot uh, and they can’t bring anything to the table if you’re saying English only, and they don’t have English, you know. You’re basically shutting them down

Renee Tinsley: from the get. Go.

Renee Tinsley: Um! So I shift it completely, and I incorporated their languages into my practice, and uh they, it was a complete transformation.

Renee Tinsley: I, you know I made deeper connections with my students because I was able to, because we weren’t just doing the What’s your name? Where are you from?

Renee Tinsley: Uh, But also I felt like, because they were able to contribute

Renee Tinsley: deep knowledge that they had about topics and ideas that they had.

Renee Tinsley: They, Their confidence grew, and they just were more comfortable, contributing to the class. So I have a completely different class now. Um, they’re amazing, and they always were, but I didn’t know it. They weren’t able to show me at the time.

Renee Tinsley: Um, so I mean,

Renee Tinsley: that’s kind of my experience on how it changed me, the pro how the program changed me. As a teacher

Renee Tinsley: in the program itself, I would say that I was able to form strong relationships with my peers in the program. I’m. Still in contact with many of the students who are in the program, and we’re actually planning on meeting up at some point,

Renee Tinsley: you know, because I I did this program from Seattle. So everybody was in different areas,

Renee Tinsley: and also I had a lot of communication with the faculty,

Renee Tinsley: and uh faculty is very responsive to questions, concerns, um confusion

Renee Tinsley: set bugs, whatever it is. Uh, I felt like

Renee Tinsley: people got back to me very quickly, and I did feel like I was able to form relationships with the faculty,

Renee Tinsley: and i’m still in contact with some of them now, including Dr. Ramos. So my experience in the program was very positive.

Renee Tinsley: And um, I just I guess

Renee Tinsley: that’s all I have to say on this, Dr. Ramos. You can think of anything else specific that I forgot to mention. I didn’t really have my cheat sheet tonight.

Kathleen A. Ramos: Yeah, I I only would just uh mention that. Uh

Kathleen A. Ramos: Renee’s teaching is is so impressive, and her her work as a student was inspirational to me that we connected on, and we had this love for the same age, group and kind of student, those who really want to, uh, who want to make a life in the United States, and who want to be prepared educationally, but are really struggling in the in the current uh educational system that we have.

Kathleen A. Ramos: Um, and the two of us, you know, got to talking about that, and Renee shared just her transformative thinking and approaches that she was taking with her students, and the two of us presented about that last week at southeast t sole, and we will uh present again together at t sole Conference in March, in Portland.

Kathleen A. Ramos: Yeah. So I I don’t want you to sell yourself short uh Renee, because you

Kathleen A. Ramos: we’re the uh you are. We’re in our a teacher who just cares so deeply about her learners, and one wants to do right by them. Uh, and that that does take. I discovered the same thing in my

Kathleen A. Ramos: career, being a K. To twelve teacher, and really just went back to the University because I got a group of students from a adolescent students from refugee background, and I felt lost, even though I knew I was a good teacher, but I didn’t know enough uh to do justice by those students, and that sent me back to the University. And I, you know, just

Kathleen A. Ramos: couldn’t believe how much there was to learn after twenty years of being out of school that I kept on going um in the Phd program. So you never do know uh

Kathleen A. Ramos: where life is gonna going to take you. But it’s special teachers. Uh, like you, who care to learn more to serve the students in front in front of them. Uh that, really, you know, make the world go around, and I I really appreciate your coming and joining us tonight.

Renee Tinsley: Thank you. I appreciate it. And yeah, it was really fun to present, and honestly kind of pushed me a little bit professionally, because I have been in my comfort zone for a long time. Um, and even taking the masters program. I don’t know if some of you are who are listening. Maybe you’ve been out of school for a while,

Renee Tinsley: and you kind of get into the comfort zone of teaching. And and you’re doing a decent job. Um,

Renee Tinsley: but there might be something that’s kind of

Renee Tinsley: pushing you to want to get back into school, and just kind of deepen

Renee Tinsley: your knowledge, or, you know, ameliorate your practice in some way, so I felt like I was able to do that through the program. It was awesome. Um. And yeah, it it is inspiring me to think about like. What do I want to do next? Which is really cool?

Kathleen A. Ramos: That is, thank you for sharing that, and that’s a good point uh that. Rene has made that we have students from all age groups and uh non traditional students from all you know, all walks of life, people who are in their forties, fifties. Uh, even we had one one uh student in his sixties who who had begun the program. So uh, everybody is kind of just, you know, pursuing their passion uh for being a T. So professional.

Kathleen A. Ramos: And this is just a quote that I wanted to share also from a classmate, a peer of Renee’s. Her name is Kissenia, and she is uh an educator

Kathleen A. Ramos: in a in with young children um in Hong Kong, and she sent me this note after she graduated in August twenty, twenty-two, and uh to me. I still have folders full of cards from my middle school students from the nineteen nineties that I’ve moved with me in many, you know, uh notes from my my adolescent uh students from refugee backgrounds, that I just take them with me wherever I go. So these are very special to me when

Kathleen A. Ramos: I hear something like this from um a student that she felt she was well served in this program, and had learned a lot and could tell that it was a quality program uh that also benefited her in her teaching English language, teaching in the context in which she uh teaches. So we wanted to share that with you.

Kathleen A. Ramos: And I think now we are at the end uh Pam. I don’t know if you’re going to explain this slide, or if we want to see if there are any questions.

George Mason Online Admissions: Yeah, I think i’ll go through the slide first and then we’ll definitely move on to Q. A. Um just wanted to review the missions process, and what it kind of looks like generally. So um in terms of the requirements. We do look for a bachelor’s degree um minimum G minimum three point zero Gpa. Is the requirement. Um, There is definitely a Gpa dandem that we can help you put together. If your Gpa. Falls slightly short of that. Um, that is something that you would discuss with your admissions. Representative Um, which i’ll

George Mason Online Admissions: mentioned in a little bit here. Um, we do also require transcripts. Um! We can actually get an emissions decision with unofficial transcript. So um, if you have those on file. That’s always really great as a starting point. Um, and we kind of definitely help you request those official transcripts as well. It’s not something you have to do alone. Um! So that’s something we can support you with.

George Mason Online Admissions: Um. We do also require, as a second step a copy of a updated professional resume um as well as that third step two. That’s a recommendation. Um! Those that of recommendation are not your traditional. That’s the recommendation. So they are. Um question is with um three part kind of um questions put together, focusing on academic um, Personal and professional experiences. Um, So it’s a little bit different to those you know, lengthy page or two, that the recommendation you might be used to from

George Mason Online Admissions: four Um. We do require at least one from a supervisor in a professional or academic context, and no personal recommendations. Of course, one

George Mason Online Admissions: um. Now a false requirement. There is a personal statement. Um. We definitely share a prompt with you and your word count and that type of thing, and we have plenty of resources at um our online writing center to support you. Putting that together. Um! That can be a part of the application that some get a little bit nervous about putting that together. Um, but you do get a lot of support from your um admissions, representative,

George Mason Online Admissions: he will definitely help you apply. Um. So if you have any questions regarding start dates, application, materials, anything like that please do reach out to your admissions. Rep. Um! If you don’t know who they are, I will definitely share the direct number in the chat in a moment here. Um! And you can definitely reach out to them with any questions that you have regarding any missing items in your packet Application fee start dates that sort of thing. Um. So again, please do reach out to your missions. Rep about that. And if you don’t know who they are. Um, I will definitely share that um

George Mason Online Admissions: number with you in the chat in a moment. Um. And yeah, that brings us to our Q A. Portion. Um, And there’s a number and the email address for you as well on that final slide. Um, we we jot that down. If you have a pen handy um and let’s jump on to the Q. A. Portion here. Let’s see if we have any questions

George Mason Online Admissions: and feel free to just add questions here as well. If you Haven’t added questions already. It’s not too late.

George Mason Online Admissions: You can definitely add a couple more while you do that. I do have a couple of questions from some students that i’m currently working with

George Mason Online Admissions: Um, it’s. One of the popular questions is, you know, what is the committee looking for in that personal statement? What should What should they be drawing attention to in that personal statement?

Kathleen A. Ramos: Yeah. So I think that personal statement is really just that right? If you uh just kind of tell us about your background, and what your interest is, and becoming a T. So professional, if you already already so professional kind of describing that and the goals that you have for yourself. Uh, in learning and enhancing your expertise, or whatever your goals may be, and it’s always a good idea to include, like What through you to Mason. Why did you choose, Mason? Why do you think you’re a good fit

Kathleen A. Ramos: um for our program? And Basically, yes, just kind of speaking from your heart about who you are, uh where you’re going, where you want to go, and how we might help you to get there

George Mason Online Admissions: perfect. And I do have one more from a student actually, whose Gpa. Is slightly lower than that three point zero, Gpa. Requirement. What’s your best advice for all your recommendations, I guess, for a student in that position. Um, of course that printed their gpa addendum, but anything else they can do to um, you know. Add a bit more to the application.

Kathleen A. Ramos: Yeah. So in my experience uh those who have a slightly lower than uh three point zero Gpa. Always have a reason for it right so many times uh people begin studying, and you know, twenty years later you’re not the person who you were uh when you were younger or just you changed careers or your school wasn’t a good fit for you, or really some unexpected and very difficult challenging circumstances in life happen to you when you were a student.

Kathleen A. Ramos: So I think it’s just in at the level that you feel comfortable being honest about. You know what happened with the the gpa, and just sharing your strengths. Uh that can come from life, experience from work, experience, and what you bring to the table. Now, your dedication as a student. Um, just kind of your assets as you see them. As to why, you know that you will be successful in the program, and generally we we

Kathleen A. Ramos: uh give a provisional acceptance uh to students in that category, and then uh would expect you to earn the three as you’re going through your courses.

George Mason Online Admissions: Fantastic. Thank you. Um, If we have any

George Mason Online Admissions: thing going on in the chat Here,

George Mason Online Admissions: alright. Guys don’t be shy. Share some questions.

Kathleen A. Ramos: It’s a it’s very quiet.

Kathleen A. Ramos: Maybe I do all the information that was needed.

George Mason Online Admissions: I do have one question, guys, so i’m gonna probably add, Ask one more. So you still get bit of time here to add um questions. If you’re still thinking about one, and usually you know you’ve got a question to you about that someone else is wanting to ask. So if you ask, probably helping someone else out as well, so please do share

George Mason Online Admissions: um. So my final question, you know, I tend to get students sometimes to applicants who aren’t working in a T. So kind of setting. Haven’t got much experience in school setting, but just have that interest, and they get quite nervous about. Oh, I don’t have. You know that experience? I what I do for my field work, and all that sort of stuff. How? What what advice do you give to them? Because they they do struggle, putting together an application with that personal statement, and they worry about their resume. And

George Mason Online Admissions: are they still going to be accepted? And and you know that sort of thing?

Kathleen A. Ramos: Yeah. So the advice I get I give to them is first of all to just know that. Uh t. So people are entering the field of T. So all the time right, and it’s a it’s a blossoming field uh that where everybody is welcome, and there is such a high demand. Uh! So I would not be discouraged about that at all. I think that’s something to highlight and emphasize that this is a a career choice, a new uh professional pathway,

Kathleen A. Ramos: that

Kathleen A. Ramos: for some reason, if you’re thinking about applying, it’s really of interest to you right something that you want to do. Just tell us the reason that you want to do that, and I think my philosophy in life is always don’t, you know. Don’t be afraid you take the first step, and everything else falls in place Right? So everything doesn’t have to be figured out from the very beginning. If this is your passion and it’s what you want to do. Uh, then you apply, and you begin the program,

Kathleen A. Ramos: and everything works out from there.

George Mason Online Admissions: It’s great advice to you one step at a time.

George Mason Online Admissions: Um, all right. So looks like we’ve got no questions in the chat. Um, As I mentioned earlier guys. That number on the screen there for you is our direct number. So if you don’t have an emissions representative and you would like to apply. We’ll just learn a little bit more about the process and the program. You can reach out to that number.

George Mason Online Admissions: Um. You can also email, and of course, visit the Ah Mason online website as well for more information. Um, this is my last call for any questions, and I think I’ve got one in the chat here, one

George Mason Online Admissions: There we go. So since this program is not a Us. License, your program would you recommend getting the t-cell certificate before or after this program

Kathleen A. Ramos: the T soul certificate

George Mason Online Admissions: to the the Masters program.

George Mason Online Admissions: Would it make sense to you do the T on the Masters program before? Or

George Mason Online Admissions: Hmm. Actually, that’s strangely worded. So I think that what they’re trying to ask is since it doesn’t lead to a Us. License share? Would you recommend doing the masters first, or getting your license your first, which which one should go first, do you think?

Kathleen A. Ramos: Oh, well, if the person wants to be a license teacher, you can get your masters and your licensure at the same time through uh masters and licensure program,

Kathleen A. Ramos: which we also um have it, Mason. And so uh, if that is the interest. Then the person can contact. Uh

Kathleen A. Ramos: Marie champagne

Kathleen A. Ramos: um, or just go on our website. And I was trying to put I was trying to put um

Kathleen A. Ramos: Mari, I can’t put anything in the chat, It seems. Yeah,

Kathleen A. Ramos: or I don’t know, Pam. If you have the

Kathleen A. Ramos: a way that you can.

Kathleen A. Ramos: Uh, if you go to the Mason online, Gmu, did you? You can find the easel uh masters and license your program there

George Mason Online Admissions: perfect. Thank you. I’m not too sure. Why, um, you couldn’t add in the chat there. Apologize for that

George Mason Online Admissions: alright, guys any more questions before we

George Mason Online Admissions: and this this Webinar today.

Kathleen A. Ramos: I just want to thank the uh uh attendees, the participants, and also my colleagues, Amanda Jenkins and Marie Champagne for joining us, and the special Thank you again to Renee. Uh for taking time to join us this evening. And, Pam, Thank you so much for for hosting us.

George Mason Online Admissions: Okay, thank you so much. You guys for everything today. Um, thank you. And I thank you, Dr. Ramos, and been a pleasure. Um! And again, guys, if you have any questions, please do reach out all right. Have a great evening

Kathleen A. Ramos: by everyone. Bye, everybody. Thank you.

MS Computer Science Transcript

George Mason Online Admissions: Good evening, everybody. My name is Susan and i’m an online admissions rep for George Mason, and I appreciate you joining us for the masters in computer Science Virtual Open House this evening.

George Mason Online Admissions: And as an admissions Rep. I’m here to answer any questions you may have regarding the application process. I’m. Joined tonight with Dr. Rob Petett

George Mason Online Admissions: program director to tell you all about the program. So, without further ado, Dr. Pettit, if you could get us started, and i’ll go ahead and forward to the next slide.

Rob Pettit: All right. Good evening, everybody, and thank you for joining us. Um!

Rob Pettit: So I just wanted to go over a few points about the the program. Introduce it to to everybody, and then we’ll open it up for for questions, so go ahead and

Rob Pettit: go to the next slide, please.

Rob Pettit: So no, this is this is fine. Um! I I I guess I should introduce myself. Um, I I am Rob petted. I am the program director for the Online Mscs program. I am also a regular um in person professor at George Basin. Uh, technically professor of practice, because I come from an industry background. I spent thirty some odd years in industry. Um, in software engineering before

Rob Pettit: uh joining the faculty full time, and I’m. Director of new graduate programs. So new initiative, such as this online program. Um fall under my purview.

Rob Pettit: All right, next slide, please.

Rob Pettit: So things that that make our program unique. And and you know, i’m sure everybody knows there there are many online um

Rob Pettit: masters programs and computer science that you can choose from. But some things that that make ours particularly unique is that all of our courses, every one of them is developed and taught by our faculty. So we we don’t farm this out uh You’re not going to get any um

Rob Pettit: any substandard uh teaching or courses. We have also uh, held the line on our admissions requirements. So uh, anyone admitted to the online program would have been admitted to our in person program. They are the same qualifications. The program holds the same quality. Um.

Rob Pettit: We also Don’t have, you know, massive thousand person classes taught by Tas. These are all taught by um by our faculty. Uh, so

Rob Pettit: we are um

Rob Pettit: in the top programs in the country,

Rob Pettit: Us. News and World Report. I forget what what their number is, But if you go to Cs rankings dot org, which is a more objective. Um, we feel uh ranking. I think our current one is is number forty-three, So we’re we’re top fifty uh. When when you look at the quality of our of our faculty and publications and research and teaching

Rob Pettit: um, we do make sure that the faculty is accessible to you. Everybody is reachable.

Rob Pettit: Uh, even when we have tas for courses, the the professor is always uh available to you.

Rob Pettit: All right next slide, please.

Rob Pettit: So the online curriculum that you will see is a subset of our full um in person uh Fairfax curriculum. So the these are the same courses uh that that you would see uh as part of our of our traditional regular uh Mscs program,

Rob Pettit: and they’re in several categories. So we have um in in terms of theoretical computer science, we have the the mathematical foundations that it’s basically discrete math, um,

Rob Pettit: and and so forth. Uh, we have the graduate analysis of algorithms class. Uh: those two are required, as as is the Cs. Five hundred and thirty-one, which is the the computer systems class.

Rob Pettit: Then we, you know, we have computer networking. We have um three uh courses planned in the Ai and database area. Uh, and we have a series of four courses uh that that will be offered in the programming languages and and software engineering category. Uh, actually, all of those are are specifically software engineering,

Rob Pettit: uh, rounding that out with with two in in the visual computing category. So for the the masters in computer science, it’s a total of thirty credits. Um, you need to complete the required courses.

Rob Pettit: Um, there there is a one caveat on there. We do have a test out option. There. There’s an option to attempt to test out one time at the start of your your program that can be arranged um

Rob Pettit: with with again the caveat that that has to currently be done in person in Fairfax. Um. But then, beyond the the three required courses,

Rob Pettit: you have to complete courses from at least two um, two of the separate focus areas, and four of those courses have to be what we would call advanced courses. Uh, those are labeled with the the A’s in in the the outline there.

Rob Pettit: Um! For the advanced courses. There’s there’s been a lot of questions in the past. Well, how how how much more difficult are the advanced courses, and my answer has always been that they’re They’re really not The the. Our designation for an advanced course is that it depends on a prerequisite from one of our earlier courses.

Rob Pettit: So so don’t don’t be tripped up by the the advanced designations there,

Rob Pettit: Right? So So this is our our curriculum for the online program. Um,

Rob Pettit: I guess we can go on to the next slide.

Rob Pettit: Okay, Dr: can you test out of just one class? So if you go back to that previous slide. Then.

Rob Pettit: So we offer. Test out options for five, thirty, five, eighty-three, and five hundred and thirty-one. The the the three required courses, some um

Rob Pettit: depending on on your undergraduate institution. Some undergraduate institutions do a better job than others, with with presenting these at the undergraduate level, and and maybe some four hundred level classes. And so that’s why we give the option for for doing this

George Mason Online Admissions: Wonderful! And are there any transfer credits allowed

Rob Pettit: so from an accredited uh university we would accept.

Rob Pettit: Oh, goodness! I should have the cheat sheet in front of me. But I think it is for credits or for for um up to four classes that we would accept as transfer. They would have to map to our curriculum. Um. But we would take that under under advisement, and and Look at that carefully. There there is a process for that.

Rob Pettit: Uh, we do not give credit for work, experience. So uh, I don’t know. Some people have asked that in the past, and we we can’t sub work, experience for actual satisfaction of of the admissions, requirements, or any of the graduate courses.

George Mason Online Admissions: Gotcha. Thank you.

Rob Pettit: So. Um!

Rob Pettit: Why get a graduate degree in computer science? Uh: Hopefully, by attending this, you you kind of uh are are aware of this. The the the earning potential for graduate degrees in computer science uh

Rob Pettit: continues to grow as does the job market uh the the job market, as i’m Sure, all of you probably know, is just absolutely outstanding for computer science. Uh, and and particularly so for the graduate degrees.

Rob Pettit: We specifically designed our online curriculum to offer some of the most popular ones that employers are looking at, which are the software engineering classes. Um, the Ai classes and the the systems classes.

Rob Pettit: So uh, with those you you can really augment your undergraduate um experience or or credentials uh to to significantly increase your your job potentials here.

Rob Pettit: Uh, So you know, jobs that these open up would be your your network architects, your software architects. Um,

Rob Pettit: The The the uh, particularly the the program management aspects uh associated with many of these fields, uh, and and so forth, so we can go into the next one if somebody has a question on that.

George Mason Online Admissions: Okay, how about machine learning?

Rob Pettit: So we are trying to put some of the Ai classes into the curriculum. Um. We have our intro to Ai class that will be offered for the first time in, I guess nextms for the spring.

Rob Pettit: Uh, and then then we’re going to look at at

Rob Pettit: what? Which faculty have the time to develop the new courses, and and have some options that we can go with for that Uh, either um Another advanced Ai class, or or perhaps one in machine learning. Um, we we have. We have quite a few options there,

Rob Pettit: and and I probably should have said at the beginning, too, We started this program we first launched in in spring of twenty two. So we are still uh undergoing curriculum development. So that’s that’s. Why, if I’m: yeah, I’m not trying to to hedge on which classes will offer um. But

Rob Pettit: but um, we don’t have the full set completely developed yet, although I think we’re only down to maybe three classes left to develop out of the entire curriculum. We we have our first graduating class uh approaching in this summer of of um, twenty, three.

Rob Pettit: Oh, that’s amazing. Yeah,

George Mason Online Admissions: Okay,

George Mason Online Admissions: All right. Do you want to talk to this slide? Since you’re the admissions expert? I’d be happy to um. So if you don’t have an admissions rep that you’re working with.

George Mason Online Admissions: We’ll have the number and the information, so that you can reach out to us any,

George Mason Online Admissions: either myself or my colleagues would be happy to assist you with the application process. One of the important things is the prerequisite courses, though, to make sure that you’re eligible for the program

George Mason Online Admissions: as well as your Gpa:

George Mason Online Admissions: So we are looking for a Gpa. Of a three or better.

George Mason Online Admissions: Okay, However, we look at work, Experience and I don’t know if you’ll accept the Gpa addendum. But they can we We We We do take all things into consideration there perfect. Okay, perfect. Okay. And so there are six prerequisite courses, and you can see them listed on the slide here, and you can take these courses at any regionally accredited institution such as the community. College, but you want to make sure that you get a B or better grade in it, and

Rob Pettit: I understand that Mason is trying to create a bridge certificate program.

Rob Pettit: Do the bridge certificate and basin that would, you know, be guaranteed to match those prerequisites. You can do that, um

Rob Pettit: or like like you said there are community college options. Um. Particularly in in Virginia. I know. Um.

Rob Pettit: I want to say that the automatic theory in formal languages is a difficult one to find at the community college level. But most of the others I think you can probably find

George Mason Online Admissions: okay terrific. And so with the bridge program or bridge certificate. If you complete that satisfactorily. That means that you’re guaranteed admissions into the Master’s program, whether it’s on campus or online. Is that correct?

Rob Pettit: That is correct, we’re saying, if you complete that with a B or better uh on on those those classes, then that guarantees you um get an admission to the Mscs. That does not preclude you from admissions. If you, you know, maybe got a C in one of those classes that would just mean that you would go through the Normal Review process. Um afterwards. But but getting a B uh minimum in those classes guarantees the the admission.

George Mason Online Admissions: Okay, wonderful!

George Mason Online Admissions: How many hours would you say a student needs to spend on class work

George Mason Online Admissions: each week.

Rob Pettit: It really depends on the classes. Um. And and you know, i’m probably not a great person to ask that I I, my the classes that I teach are are advanced systems, classes, and though those students are spending ten to twenty hours a week, because it minds a very intense class, and it’s It’s not one of the ones that’s offered online. Um,

Rob Pettit: it. It. It really depends on the class. Now I will say that that our online classes are structured to be asynchronous. So there they can be done at your own um on your own time. We do have um weekly modules that we structure these into. So it’s not like, uh

Rob Pettit: we. We. We give you a semester’s worth of a course, and just let you have, you know, free rain of when to do it, and and, you know, try to get everything done in a week uh we. We don’t want to see that. So we we we do try to pace it week by week um, and and try to make the weeks evenly spaced.

Rob Pettit: Um. But within that week you can. You can attend and complete um the the lectures and homework, and such uh on your time. There. There is no requirement for a synchronous. You know one time that you attend the class

Rob Pettit: that the professors would, even even when they, the professors, hold virtual office hours, they would always be recorded, so that if you couldn’t make it there, there’s no penalty, and you can always see what was asked,

Rob Pettit: and this program is designed for working professionals Correct?

Rob Pettit: Absolutely. It’s. It’s really an extension of what we tried to do with with our software engineering um masters. And and to a large extent our computer science masters in in person, that that we initially offered everything in the in the evenings trying to cater to uh working students. But th this was a natural extension to to really make it even more accessible to the working students

George Mason Online Admissions: terrific. And so there are two classes every fifteen weeks, except in the summer.

Rob Pettit: It’s two classes every twelve weeks correct. Or have they changed that

Rob Pettit: which we’re really happy about? We don’t have to compress uh the the schedule for the summer. Uh, like we used to.

George Mason Online Admissions: What should students expect in terms of interaction that they can receive from the professor and interacting with their fellow students.

Rob Pettit: So there’s there’s several options. Um:

Rob Pettit: The first first line would be email. I think we we kind of live by email these days. Um,

Rob Pettit: But so so you have have email, you have discussion boards. You have virtual office hours. Uh, and then everything is hosted within our within our learning management system, which is is blackboard,

Rob Pettit: and and you can. You can create um affinity. Groups within blackboard as well to to um

Rob Pettit: um, you know, connect with other people,

Rob Pettit: and even though this is virtual, you have the full

Rob Pettit: full ability to take advantage of anything on campus, so you you can come to the library. You can meet people on campus. Um that we we don’t restrict that.

George Mason Online Admissions: Okay, Someone needed assistance or tutoring.

George Mason Online Admissions: What is there a tas available to assist? Or there are tas? There are

Rob Pettit: advisors. We call them success coaches for the online program. Um. So yes, we we have. We have several options there.

George Mason Online Admissions: If a student needed to meet virtually with an instructor. Is that possible? As well?

Rob Pettit: Yes, they would just have to contact the instructor and find a suitable time and and um they would. They would probably just do that over. Zoom.

George Mason Online Admissions: Okay, that’s great. That’s terrific. So one thing that I would like to emphasize to you all is that what you’re going to get with Mason,

George Mason Online Admissions: and this is very much unlike other programs. Um, not going to name names, but there’s schools out there where the class sizes are

George Mason Online Admissions: in the hundreds. Okay,

Rob Pettit: but we’re not going to name names, are we? Exactly. And I know which one you’re talking about. But, um,

George Mason Online Admissions: you’re not going to get that, Mason. You’re not going to be a number, and so that’s going to enable you to get to know your fellow students and exchange ideas with them, and get to know your faculty members as well, so that to me I, as a student, is invaluable. Um.

Rob Pettit: And we also have career services which are phenomenal.

George Mason Online Admissions: What are the typical job outcomes with a a masters in computer science? I would think it’d be phenomenal.

Rob Pettit: I mean, So some consider the masters to be an almost required step these days. Um, if if you don’t want to spend the rest of your days simply writing code, that’s where the masters really comes in. So if you want to go from from writing code every day to maybe doing software design and architecting to being a project manager to um,

Rob Pettit: you know, really getting into more of the high level um

Rob Pettit: uh aspects of of the profession. Then the masters will really set you apart.

George Mason Online Admissions: Okay, that’s fantastic.

Rob Pettit: Do the more you know the the higher level architecting. But but you would also experience more advanced classes in algorithms, and and particularly if you go down the Ai path, you you really get some in depth Detailed knowledge of that field

George Mason Online Admissions: That’s fantastic.

George Mason Online Admissions: Um. Now,

George Mason Online Admissions: do you all have any questions. We have the expert here, the program director, Dr. Pettit, to answer your question. So Don’t be shy. That’s what you’re here for to ask questions to learn.

George Mason Online Admissions: Okay, we have a taker. Okay. So, Jenna, if you can go ahead and type your question into the Q. A. And that way we can answer for it, for you live.

George Mason Online Admissions: Are you typing? Let me see.

George Mason Online Admissions: So again go ahead and type. Here we go. Okay, into the chat. Is there a statute, a limitations of Pre. Rec. Courses. Oh, good question. I took calculus about twenty years ago.

Rob Pettit: Um, you know, that question has actually come up, and I I have asked the department, and the answer was No.

Rob Pettit: So I I think the only thing that that we would say on that is, for something like um data structures. We would like you to have had an object oriented version of data structures. Uh, but you even that isn’t probably absolute. Um,

Rob Pettit: I I would say you would get along and better in the program if you’ve had an object Oriented data structures. But um

Rob Pettit: for for for the calculus, one and two, and and I’ve got to go out on a limb here, because I know we’re recording. But um

Rob Pettit: the the the the mathematical requirements aren’t so much that you know, Calculus, it’s that you have had mathematical thinking that

Rob Pettit: the by by virtue of having taken the calculus series, your your brain has experienced that thought process that would then lend itself to a lot of things that we do in computer science. So um,

Rob Pettit: perhaps some of the Ai courses uh would would use um some of your calculus, and it’ll come back to you if if if that’s the route that you take um, but it’s, it’s

Rob Pettit: more the fact that that you have experienced that algorithmic mathematical thinking?

George Mason Online Admissions: Good question. Yeah, that’s great. Now, would you suggest maybe a free Coursera course or unity course as a refresher.

Rob Pettit: Um, I can’t hurt right. I’m not. I mean it can’t hurt uh I I wouldn’t.

Rob Pettit: I I wouldn’t necessarily do it unless

Rob Pettit: you know you you get to the point where you’re you’re in. Maybe that intro to Ai course. And actually i’m not even sure the Enter the Ai course you you would need it, but maybe one of the advanced courses. And and if you, if you see it and you need a refresher on calculus, do it at that point. Don’t Don’t don’t think that you need to do it. Um

Rob Pettit: a ahead of this program.

George Mason Online Admissions: Well, that’s That’s fantastic to here. Okay.

George Mason Online Admissions: And I also want to bring to your attention that you could be a career changer. But as long as you’ve done those prerequisites

George Mason Online Admissions: you would be eligible to apply for this program. So, for example, if you had a bachelor’s in English, did well, and then took these prerequisites, and did well in them as well,

Rob Pettit: you would be considered absolutely. And and that was the that was really the specific reason we created. The certificate program Uh was for people that did not have a computer science or or math background, and wanted to get into this field that there was an organized

Rob Pettit: um way to do so.

George Mason Online Admissions: That’s great.

George Mason Online Admissions: Okay, let’s see it. Um, Ah, that’s funny. So thank you. I’m looking to change careers and taking a coding class. Anova if the pre-record is not available at a community college can we take a pre-record at Mason?

Rob Pettit: Absolutely. And we have run into that many, many times. Again, I think it’s the automata class that is not offered at Nova. Maybe the computer architecture. I can’t remember. Um. But so so you have two options. You you can either enroll in that that certificate program Um,

Rob Pettit: which, if you go to Cs gmu dot ed you, you’ll find it on our page. It didn’t make it into the catalog yet, but it it is live,

Rob Pettit: and you can take just the courses that you need. You don’t have to do the full certificate um or you can uh apply as a non-degree student Um, not non-degree graduate students or or non-degree undergraduate students and and

Rob Pettit: take um the the undergraduate equivalent courses. Um! As well

Rob Pettit: actually if you already have a bachelor, I I would apply as a non-degree graduate student. It allows you to take anything.

George Mason Online Admissions: Okay, So I have a lot of students that have similar sounding prerequisites, and so

George Mason Online Admissions: the best thing for them to do would be to go to the catalog correct, and they can get a full description of those prerequisite courses to see if they align Correct? Yes, Okay.

George Mason Online Admissions: Okay. All right. Wonderful Any more questions. I’m: So sorry

Rob Pettit: a a as it’s discrete math. The the computer architecture and systems. We just want to make sure that you’ve had some course in low-level systems that has included um at least assembly programming, and maybe some C programming uh at at the systems level. Uh, and then um

Rob Pettit: automata, informal languages. You might have seen that at the undergraduate level in an algorithms class. So our theory class

George Mason Online Admissions: Okay, any other questions.

George Mason Online Admissions: So again, if you have any questions regarding the application process, feel free to reach out. I’m going to go ahead and provide my contact information for myself and my colleagues, and we would help, you know, assist you with the application process, and it really is quite easy. But any more questions for Dr. Pettick. Okay.

George Mason Online Admissions: So again, Um, If you could go ahead and mark your questions um into the Q. And A. That would be wonderful that way. We can answer them for you, Dr. Do you all have concentrations on campus correct for the degree? Uh yes, I don’t recall exactly which one.

George Mason Online Admissions: The thing that I wanted to to bring up to you all is is

George Mason Online Admissions: a lot of students prefer the online format because of its flexibility. You don’t have to fight traffic, or find a parking space or fight implement, whether um you can do it from the comfort of your own home. But that said, If you’re wanting a certain concentration

George Mason Online Admissions: in computer science that’s offered on campus, what you can do is you can take your core courses online, and then you’re allowed a one time switch um over to campus if you’re like dead set on that concentration

George Mason Online Admissions: and vice versa, um switch from campus to online. So let’s see. We have a question here.

George Mason Online Admissions: Oh, of course, Thank you for taking our questions.

George Mason Online Admissions: How many? Oh, okay, So how many classes do you take for semester. You take two classes at the same time for fifteen weeks,

George Mason Online Admissions: except in the summer. It’s going to be two classes for fourteen weeks. However,

George Mason Online Admissions: if you wanted to just take one class at a time, you could like, say, if you’re working full time, and we allow up to seven years to complete the degree,

George Mason Online Admissions: so you can take as long as you want. So some people, what they want to do is they have a certain amount of tuition reimbursement from their employer, and they want to maximize it.

George Mason Online Admissions: So you know, they can take one class per semester or whatever. Yeah, any more questions. I’m going to go to the next slide, because this has my contact information, and we have another question.

George Mason Online Admissions: Oh, you’re welcome.

George Mason Online Admissions: So Mason really is, provides a wonderful program.

George Mason Online Admissions: It’s going to get you to that next step in your career. And this program offers a lot of flexibility.

George Mason Online Admissions: And so in the application process, your admissions. Representative will be like your personal assistant to help you in the application process, and then, once accepted into the program,

George Mason Online Admissions: you would have the faculty, and Of course you would have Dr. Pettit, who is an amazing program director. And then, as Dr. Pettit alluded to, you would also have a a dedicated student success. Coach Um, Who would help you throughout the online uh journey at Mason?

George Mason Online Admissions: So any more questions

Rob Pettit: and I just looked it up. Our our two concentrations that we offer and um in Fairfax are the um concentration of cyber security and one in machine learning.

George Mason Online Admissions: There you go. There you go. Thank you for that. Okay? So if there are no other questions,

George Mason Online Admissions: we’re gonna let you go back and enjoy your evening. But I wanted to thank you so much for joining us. And Dr. Pettit. Thank you for your time and sharing your knowledge about this great program. Yeah.

George Mason Online Admissions: And with that you’ll have a good evening.

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